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Different Cognitive Strategies for Determining Common Image Features in Other Primates and Preschool Children

International journal of primatology, 2024-04, Vol.45 (2), p.336-359

2024

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Math-Gender Stereotypes in Elementary School Children

Child development, 2011-05, Vol.82 (3), p.766-779

2011

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Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First-Grade Math Achievement

Child development, 2018-01, Vol.89 (1), p.156-173

2018

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Self-Concepts, Self-Esteem, and Academic Achievement of Minority and Majority North American Elementary School Children

Child development, 2018-07, Vol.89 (4), p.1099-1109

2018

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Cognitive Mechanisms Underlying Achievement Deficits in Children With Mathematical Learning Disability

Child development, 2007-07, Vol.78 (4), p.1343-1359

2007

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A Dual Identity Approach for Conceptualizing and Measuring Children's Gender Identity

Child development, 2017-01, Vol.88 (1), p.167-182

2017

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Exploring Explanation: Explaining Inconsistent Evidence Informs Exploratory, Hypothesis-Testing Behavior in Young Children

Child development, 2012-01, Vol.83 (1), p.173-185

Legare, Cristine H.

2012

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Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading

Child development, 2018-11, Vol.89 (6), p.2196-2214

2018

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Escape From Metaignorance: How Children Develop an Understanding of Their Own Lack of Knowledge

Child development, 2012-11, Vol.83 (6), p.1869-1883

2012

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I Like to Do It, I'm Able, and I Know I Am: Longitudinal Couplings Between Domain-Specific Achievement, Self-Concept, and Interest

Child development, 2007-03, Vol.78 (2), p.430-447

2007

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Within- and Between-Sector Quality Differences in Early Childhood Education and Care

Child development, 2016-09, Vol.87 (5), p.1627-1645

2016

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Number-Concept Acquisition and General Vocabulary Development

Child development, 2012-11, Vol.83 (6), p.2019-2027

2012

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Impaired Acuity of the Approximate Number System Underlies Mathematical Learning Disability (Dyscalculia)

Child development, 2011-07, Vol.82 (4), p.1224-1237

2011

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Why Are Chinese Mothers More Controlling Than American Mothers? "My Child Is My Report Card"

Child development, 2014-01, Vol.85 (1), p.355-369

2014

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Fixing the Crooked Heart: How Aesthetic Practices Support Sense Making in Mathematical Play

Journal for research in mathematics education, 2022-01, Vol.53 (1), p.41-64

2022

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Silent Films and Strange Stories: Theory of Mind, Gender, and Social Experiences in Middle Childhood

Child development, 2013-05, Vol.84 (3), p.989-1003

2013

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Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematical Skills

Child development, 2014-05, Vol.85 (3), p.1062-1076

2014

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Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11

Child development, 2017-09, Vol.88 (5), p.1727-1742

2017

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Preschoolers Use Intentional and Pedagogical Cues to Guide Inductive Inferences and Exploration

Child development, 2012-07, Vol.83 (4), p.1416-1428

2012

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Parents' Involvement in Children's Learning in the United States and China: Implications for Children's Academic and Emotional Adjustment

Child development, 2011-05, Vol.82 (3), p.932-950

2011

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Parental educational aspirations and children’s academic self‐concept: Disentangling state and trait components on their dynamic interplay

Child development, 2022-01, Vol.93 (1), p.7-24

2022

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Scaling Theory of Mind in a Small-Scale Society: A Case Study From Vanuatu

Child development, 2018-11, Vol.89 (6), p.2157-2175

2018

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Preschoolers' Implicit and Explicit False-Belief Understanding: Relations With Complex Syntactical Mastery

Child development, 2010-03, Vol.81 (2), p.597-615

Low, Jason

2010

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Lying and Truth-Telling in Children: From Concept to Action

Child development, 2010-03, Vol.81 (2), p.581-596

2010

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Benefits of Practicing 4 = 2 + 2: Nontraditional Problem Formats Facilitate Children's Understanding of Mathematical Equivalence

Child development, 2011-09, Vol.82 (5), p.1620-1633

2011

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Different Cognitive Strategies for Determining Common Image Features in Other Primates and Preschool Children

Math-Gender Stereotypes in Elementary School Children

Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First-Grade Math Achievement

Self-Concepts, Self-Esteem, and Academic Achievement of Minority and Majority North American Elementary School Children

Cognitive Mechanisms Underlying Achievement Deficits in Children With Mathematical Learning Disability

A Dual Identity Approach for Conceptualizing and Measuring Children's Gender Identity

Exploring Explanation: Explaining Inconsistent Evidence Informs Exploratory, Hypothesis-Testing Behavior in Young Children

Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading

Escape From Metaignorance: How Children Develop an Understanding of Their Own Lack of Knowledge

I Like to Do It, I'm Able, and I Know I Am: Longitudinal Couplings Between Domain-Specific Achievement, Self-Concept, and Interest

Within- and Between-Sector Quality Differences in Early Childhood Education and Care

Number-Concept Acquisition and General Vocabulary Development

Impaired Acuity of the Approximate Number System Underlies Mathematical Learning Disability (Dyscalculia)

Why Are Chinese Mothers More Controlling Than American Mothers? "My Child Is My Report Card"

Fixing the Crooked Heart: How Aesthetic Practices Support Sense Making in Mathematical Play

Silent Films and Strange Stories: Theory of Mind, Gender, and Social Experiences in Middle Childhood

Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematical Skills

Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11

Preschoolers Use Intentional and Pedagogical Cues to Guide Inductive Inferences and Exploration

Parents' Involvement in Children's Learning in the United States and China: Implications for Children's Academic and Emotional Adjustment

Parental educational aspirations and children’s academic self‐concept: Disentangling state and trait components on their dynamic interplay

Scaling Theory of Mind in a Small-Scale Society: A Case Study From Vanuatu

Preschoolers' Implicit and Explicit False-Belief Understanding: Relations With Complex Syntactical Mastery

Lying and Truth-Telling in Children: From Concept to Action

Benefits of Practicing 4 = 2 + 2: Nontraditional Problem Formats Facilitate Children's Understanding of Mathematical Equivalence

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