The development of strategy use in elementary school children: Working memory and individual differences

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Items 101–200 of 242

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2. Processes in arithmetic strategy selection: a fMRI study
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3. Effectiveness of working memory training among children with dyscalculia: evidence for transfer effects on mathematical achievement—a pilot study
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4. Assessment and Treatment of Working Memory Deficits in School-Age Children: The Role of the Speech-Language Pathologist
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5. Sex differences in mental strategies for single-digit addition in the first years of school
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6. Is counting hindering learning? An investigation into children’s proficiency with simple addition and their flexibility with mental computation strategies
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7. Das Mathematikangstinterview (MAI): Erste psychometrische Gütekriterien
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8. A cross-sectional analysis on the effects of age on dual tasking in typically developing children
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9. Cognitive skills, self-beliefs and task interest in children with low reading and/or arithmetic fluency
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10. Effects of working memory updating on children’s arithmetic performance and strategy use: A study in computational estimation
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11. Age-related changes in children’s cognitive–motor dual tasking: Evidence from a large cross-sectional sample
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12. Neurobiological Origins of Mathematical Learning Disabilities or Dyscalculia: A Review of Brain Imaging Data
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13. Individual differences in children's reading and spelling strategies and the skills supporting strategy use
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14. Predicting Math Ability Using Working Memory, Number Sense, and Neurophysiology in Children and Adults
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15. Relationship between single digit addition strategies and working memory reflects general reasoning sophistication
    Jacob M. Paul, Robert A. Reeve · 2016 · Learning and Instruction
16. Learning
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17. Sex differences in arithmetical performance scores: Central tendency and variability
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18. Self-efficacy and short-term memory capacity as predictors of proportional reasoning
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19. Working memory and learning disabilities
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20. Assessing math anxiety in elementary schoolchildren through a Spanish version of the Scale for Early Mathematics Anxiety (SEMA)
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21. Stereotype threat, mental arithmetic, and the mere effort account
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22. Differences of Arithmetic Strategy Use in Adults with Different Math Anxieties: An ERP Study
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23. Relation of attention deficit hyperactivity disorder (ADHD) to basic number skills and arithmetic fact retrieval in children
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24. Proactive Control Mediates the Relationship Between Working Memory and Math Ability in Early Childhood
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25. Executive Functions and Strategic Aspects of Arithmetic Performance: The Case of Adults' and Children's Arithmetic
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26. Spatial complexity of character-based writing systems and arithmetic in primary school: a longitudinal study
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29. Neurocognitive modeling of latent memory processes reveals reorganization of hippocampal-cortical circuits underlying learning and efficient strategies
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30. Memoria de trabajo y aprendizaje
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31. Gender differences in elementary school students’ fraction learning: roles of spatial ability and mathematical anxiety
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32. Which One Is the “Best”: a Cross-national Comparative Study of Students’ Strategy Evaluation in Equation Solving
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33. Working Memory Training in the Form of Structured Games in Children with Attention Deficit Hyperactivity Disorder.
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34. Mathematics Teacher Educators' Perceptions and Use of Cognitive Research
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36. Understanding Children’s Difficulties with Mathematical Equivalence
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37. TEMA and Dot Enumeration Profiles Predict Mental Addition Problem Solving Speed Longitudinally
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38. Domain-specific and domain-general effects on strategy selection in complex arithmetic: Evidences from ADHD and normally developed college students
    Sarit Ashkenazi, Nirit Golan, Sarit Silverman · 2014 · Trends in Neuroscience and Education
39. How Do We Choose Among Strategies to Accomplish Cognitive Tasks? Evidence From Behavioral and Event‐Related Potential Data in Arithmetic Problem Solving
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40. Performance Control in Numerical Cognition
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41. Individual Differences in Children’s Early Strategy Behavior in Arithmetic Tasks
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42. The Effect of Central Executive Load on Fourth and Sixth Graders’ Use of Arithmetic Strategies
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43. The Development of Relational Reasoning: An Eyetracking Analysis of Strategy Use and Adaptation in Children and Adults Performing Matrix Completion
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44. Danish third, sixth and eighth grade students’ strategy adaptivity, strategy flexibility and accuracy when solving multidigit arithmetic tasks
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45. Cognitive precursors of arithmetic development in primary school children with cerebral palsy
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46. The Effect of Central Executive Load on Adult’s Strategy Using in Computational Estimation
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47. Mapping components of verbal and visuospatial working memory to mathematical topics in seven‐ to fifteen‐year‐olds
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48. Simple arithmetic development in school age: The coactivation and selection of arithmetic facts
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49. Internalizing symptoms and working memory as predictors of mathematical attainment trajectories across the primary–secondary education transition
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50. Development of reasoning performance in Raven’s matrices is grounded in the development of effective strategy use.
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51. Non-adaptive strategy selection in adults with high mathematical anxiety
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52. WORKING MEMORY DALAM PEMBELAJARAN MATEMATIKA: SEBUAH KAJIAN TEORI
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53. Instruction and load effects on high-skill and low-skill individuals: A study in the domain of mental arithmetic
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54. Spatial–Numerical Magnitude Estimation Mediates Early Sex Differences in the Use of Advanced Arithmetic Strategies
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57. Developmental trajectories of strategy use in children with mathematical anxiety
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58. Individual Differences in Basic Arithmetical Processes in Children and Adults
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59. Cognitive Development
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60. Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence
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61. The Impact of Anxiety and Working Memory on Algebraic Reasoning
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62. The Contribution of General Cognitive Abilities and Specific Number Skills toward Arithmetic Performance in Students with Mild Intellectual Disability
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