Preschool language and visuospatial skills respectively predict multiplication and addition/subtraction skills in middle school children-Reference-Cited by-同舟云学术

Preschool language and visuospatial skills respectively predict multiplication and addition/subtraction skills in middle school children

Published:2022-09-09 Issue:3 Volume:26 Page:
ISSN:1363-755X
Container-title:Developmental Science
language:en
Short-container-title:Developmental Science

Author:

Guez Ava¹^ORCID,Piazza Manuela²^ORCID,Pinheiro‐Chagas Pedro³^ORCID,Peyre Hugo¹⁴⁵^ORCID,Heude Barbara⁶^ORCID,Ramus Franck¹^ORCID

Affiliation:

1. LSCP, Département d’études cognitives, ENS, EHESS PSL University CNRS Paris France

2. Center for Mind/Brain Sciences – CIMeC University of Trento Rovereto Trento Italy

3. UCSF Dyslexia Center, Memory and Aging Center, Department of Neurology Department of Neurological Surgery Weill Institute for Neurosciences University of California, San Francisco San Francisco California USA

4. Department of Child and Adolescent Psychiatry Robert Debré Hospital APHP Paris France

5. INSERM U1141, Université Paris Cité DHU Protect Paris France

6. Université Paris Cité, Inserm, INRAE Centre of Research in Epidemiology and StatisticS (CRESS) F‐75004 Paris France

Funder

Agence Nationale de la Recherche

Publisher

Wiley

Subject

Cognitive Neuroscience,Developmental and Educational Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.13316

Reference46 articles.

1. On the problem-size effect in small additions: Can we really discard any counting-based account?

2. Single-digit arithmetic in children with dyslexia

3. Fluency, accuracy, and gender predict developmental trajectories of arithmetic strategies.

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