UB Paderborn / Katalog / Suche / in CDI

1 – 25 von 556

Sortiert nach

Parents’ Spatial Language Mediates a Sex Difference in Preschoolers’ Spatial-Language Use

Psychological science, 2017-11, Vol.28 (11), p.1583-1596

2017

Volltextzugriff (PDF)

Female teachers' math anxiety affects girls' math achievement

Proceedings of the National Academy of Sciences - PNAS, 2010-02, Vol.107 (5), p.1860-1863

2010

Volltextzugriff (PDF)

Children's spatial thinking: does talk about the spatial world matter?

Developmental science, 2011-11, Vol.14 (6), p.1417-1430

2011

Volltextzugriff (PDF)

Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input

Developmental science, 2019-05, Vol.22 (3), p.e12764-n/a

2019

Volltextzugriff (PDF)

Parent Praise to 1- to 3-Year-Olds Predicts Children's Motivational Frameworks 5 Years Later

Child development, 2013-09, Vol.84 (5), p.1526-1541

2013

Volltextzugriff (PDF)

The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes

Sex roles, 2012-02, Vol.66 (3-4), p.153-166

2012

Volltextzugriff (PDF)

“You need to be super smart to do well in math!” Young children's field‐specific ability beliefs

Developmental science, 2024-01, Vol.27 (1), p.e13429-n/a

2024

Volltextzugriff (PDF)

Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children's Incremental Mindsets

Developmental psychology, 2018-03, Vol.54 (3), p.397-409

2018

Volltextzugriff (PDF)

Sex differences in spatial cognition: advancing the conversation

Wiley interdisciplinary reviews. Cognitive science, 2016-03, Vol.7 (2), p.127-155

2016

Volltextzugriff (PDF)

The Connection Between Spatial and Mathematical Ability Across Development

Frontiers in psychology, 2018-06, Vol.9, p.755-755

2018

Volltextzugriff (PDF)

Young children interpret number gestures differently than nonsymbolic sets

Developmental science, 2023-05, Vol.26 (3), p.e13335-n/a

2023

Volltextzugriff (PDF)

Parental Intrusive Homework Support and Math Achievement: Does the Child's Mindset Matter?

Developmental psychology, 2023-07, Vol.59 (7), p.1249-1267

2023

Volltextzugriff (PDF)

Unlocking the Power of Gesture: Using Movement-Based Instruction to Improve First Grade Children’s Spatial Unit Misconceptions

Journal of intelligence, 2023-10, Vol.11 (10), p.200

2023

Volltextzugriff (PDF)

Overturning Children’s Misconceptions about Ruler Measurement: The Power of Disconfirming Evidence

Journal of intelligence, 2024-06, Vol.12 (7), p.62

2024

Volltextzugriff (PDF)

Studying while anxious: mathematics anxiety and the avoidance of solving practice problems during exam preparation in college calculus

ZDM, 2023-03, Vol.55 (2), p.359-369

2023

Volltextzugriff (PDF)

Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches

Developmental review, 2021-12, Vol.62, p.100997, Article 100997

2021

Volltextzugriff (PDF)

The Relation Between Spatial Skill and Early Number Knowledge: The Role of the Linear Number Line

Developmental psychology, 2012-09, Vol.48 (5), p.1229-1241

2012

Volltextzugriff (PDF)

Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety

Psychological science, 2015-09, Vol.26 (9), p.1480-1488

2015

Volltextzugriff (PDF)

Causal Effects of Parent Number Talk on Preschoolers’ Number Knowledge

Child development, 2020-11, Vol.91 (6), p.e1162-e1177

2020

Volltextzugriff (PDF)

The Math Anxiety-Performance Link: A Global Phenomenon

Current directions in psychological science : a journal of the American Psychological Society, 2017-02, Vol.26 (1), p.52-58

2017

Volltextzugriff (PDF)

On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies

Journal of experimental child psychology, 2016-01, Vol.141, p.83-100

2016

Volltextzugriff (PDF)

Some types of parent number talk count more than others: relations between parents' input and children's cardinal-number knowledge

Developmental science, 2011-09, Vol.14 (5), p.1021-1032

2011

Volltextzugriff (PDF)

Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering

Cognition, 2018-11, Vol.180, p.59-81

2018

Volltextzugriff (PDF)

Separate But Correlated: The Latent Structure of Space and Mathematics Across Development

Journal of experimental psychology. General, 2016-09, Vol.145 (9), p.1206-1227

2016

Volltextzugriff (PDF)

Early Puzzle Play: A Predictor of Preschoolers' Spatial Transformation Skill

Developmental psychology, 2012-03, Vol.48 (2), p.530-542

2012

Volltextzugriff (PDF)

1 – 25 von 556

Suche als RSS-Feed

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(505)
Mit Volltextzugriff
(501)

Publikationsform

1 weiteren anzeigen...

Weniger anzeigen...

Sprache

Erscheinungsjahr

n.n

Thema

Humans
(334)
Science & Technology
(325)
Life Sciences & Biomedicine
(308)
Female
(233)
Male
(198)
Biological And Medical Sciences
(155)
Social Sciences
(125)
Psychology
(118)
Adult
(108)
Medical Sciences
(106)
Child, Preschool
(94)
Child
(90)
Middle Aged
(77)
Children
(73)
Infectious Diseases
(69)
Psychology, Developmental
(67)
Adolescent
(61)
Psychology, Experimental
(59)
Fundamental And Applied Biological Sciences. Psychology
(58)
Child Development
(55)

15 weitere anzeigen...

Weniger anzeigen...

Neu hinzugefügt

... seit 30 Tagen
(1)
... seit 90 Tagen
(5)

Menü

Weitere Dienste

Einstellungen

Parents’ Spatial Language Mediates a Sex Difference in Preschoolers’ Spatial-Language Use

Female teachers' math anxiety affects girls' math achievement

Children's spatial thinking: does talk about the spatial world matter?

Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input

Parent Praise to 1- to 3-Year-Olds Predicts Children's Motivational Frameworks 5 Years Later

The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes

“You need to be super smart to do well in math!” Young children's field‐specific ability beliefs

Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children's Incremental Mindsets

Sex differences in spatial cognition: advancing the conversation

The Connection Between Spatial and Mathematical Ability Across Development

Young children interpret number gestures differently than nonsymbolic sets

Parental Intrusive Homework Support and Math Achievement: Does the Child's Mindset Matter?

Unlocking the Power of Gesture: Using Movement-Based Instruction to Improve First Grade Children’s Spatial Unit Misconceptions

Overturning Children’s Misconceptions about Ruler Measurement: The Power of Disconfirming Evidence

Studying while anxious: mathematics anxiety and the avoidance of solving practice problems during exam preparation in college calculus

Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches

The Relation Between Spatial Skill and Early Number Knowledge: The Role of the Linear Number Line

Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety

Causal Effects of Parent Number Talk on Preschoolers’ Number Knowledge

The Math Anxiety-Performance Link: A Global Phenomenon

On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies

Some types of parent number talk count more than others: relations between parents' input and children's cardinal-number knowledge

Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering

Separate But Correlated: The Latent Structure of Space and Mathematics Across Development

Early Puzzle Play: A Predictor of Preschoolers' Spatial Transformation Skill

Suchergebnisse filtern