Results 1 to 10 of about 199,219 (116)
Frontiers in Psychology, 2016 At the beginning of preschool, we assessed a broad range of quantitative abilities for 100 (43 boys) children, as well as their preliteracy knowledge, intelligence, executive functions, and parental educational background.
Felicia W Chu +3 more
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Teachers’ Implicit Theories of Professional Abilities in the Domain of School Improvement
Frontiers in Education, 2021 Numerous studies show positive effects of students’ malleable implicit theories of their abilities on their self-regulated learning and learning achievements (Yeager and Dweck, 2012; Burnette et al., 2013), especially when domain-specific implicit ...
Beat Rechsteiner +3 more
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Social functioning profiles, attention skills and learning: what relationships in early childhood? [PDF]
Frontiers in PsychologyBackgroundEarly learning emerges from the interplay between cognitive processes and social experiences. While attention is widely recognized as a core foundation of preschool learning, less is known about whether distinct aspects of attention contribute ...
Elena Commodari +2 more
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Domain-general and domain-specific cognitive factors mediating the relationship between math anxiety and mathematical performance in primary school children [PDF]
Scientific ReportsMath anxiety (MA) has been widely recognized as a barrier to mathematical achievement, yet the cognitive mechanisms underlying its effects on different mathematical outcomes remain poorly understood.
Elora Taieb +5 more
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The Cognitive Profile of Math Difficulties: A Meta-Analysis Based on Clinical Criteria
Frontiers in Psychology, 2022 Math difficulties (MD) manifest across various domain-specific and domain-general abilities. However, the existing cognitive profile of MD is incomplete and thus not applicable in typical settings such as schools or clinics. So far, no review has applied
Stefan Haberstroh, Gerd Schulte-Körne
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Frontiers in Psychology, 2022 Cardinal number knowledge-understanding “two” refers to sets of two entities-is a critical piece of knowledge that predicts later mathematics achievement.
Meiling Yang, Junying Liang
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Education Sciences, 2023 The foundation for talent development as a framework for gifted education can be found in a synthesis of the psychological literature on creativity, eminence, giftedness, and high performance.
Rena F. Subotnik +4 more
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BMC Psychology, 2022 Background The current evidence on an integrative role of the domain-specific early mathematical skills and number-specific executive functions (EFs) from informal to formal schooling and their effect on mathematical abilities is so far unclear. The main
Peera Wongupparaj, Roi Cohen Kadosh
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The componential nature of arithmetical cognition: some important questions
Frontiers in Psychology, 2023 Research on typically developing children and adults and people with developmental and acquired dyscalculia converges in indicating that arithmetical ability is not unitary but is made up of many different components. Categories of components include non-
Ann Dowker
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NeuroImage, 2023 Cognitive neuroscience assumes that different mental abilities correspond to at least partly separable brain subnetworks and strives to understand their relationships.
Daniel Kristanto +3 more
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