UB Paderborn / Katalog / Suche / in CDI

1 – 25 von 158

Sortiert nach

Revisiting the Marshmallow Test: A Conceptual Replication Investigating Links Between Early Delay of Gratification and Later Outcomes

Psychological science, 2018-07, Vol.29 (7), p.1159-1177

2018

Volltextzugriff (PDF)

The Chicago School Readiness Project: Examining the long-term impacts of an early childhood intervention

PloS one, 2018-07, Vol.13 (7), p.e0200144-e0200144

2018

Volltextzugriff (PDF)

What's Past Is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement

Educational researcher, 2014-10, Vol.43 (7), p.352-360

2014

Volltextzugriff (PDF)

What Is the Long-Run Impact of Learning Mathematics During Preschool?

Child development, 2018-03, Vol.89 (2), p.539-555

2018

Volltextzugriff (PDF)

Academic Achievement and Economic Attainment: Reexamining Associations Between Test Scores and Long-Run Earnings

AERA open, 2020-04, Vol.6 (2), p.233285842092898

Watts, Tyler W.

2020

Volltextzugriff (PDF)

Associations Between Preschool Cognitive and Behavioral Skills and College Enrollment: Evidence From the Chicago School Readiness Project

Developmental psychology, 2023-03, Vol.59 (3), p.474-486

2023

Volltextzugriff (PDF)

State and Trait Effects on Individual Differences in Children's Mathematical Development

Psychological science, 2014-11, Vol.25 (11), p.2017-2026

2014

Volltextzugriff (PDF)

Preschool Executive Function and Adult Outcomes: A Developmental Cascade Model

Developmental psychology, 2021-12, Vol.57 (12), p.2234-2249

2021

Volltextzugriff (PDF)

Which preschool mathematics competencies are most predictive of fifth grade achievement?

Early childhood research quarterly, 2016-01, Vol.36, p.550-560

2016

Volltextzugriff (PDF)

The United States' First Business Cycle: An Austrian Interpretation of the Panic of 1797

Quarterly journal of Austrian economics, 2022-05, Vol.25 (1), p.147-175

2022

Volltextzugriff (PDF)

Controlling, Confounding, and Construct Clarity: Responding to Criticisms of “Revisiting the Marshmallow Test” by Doebel, Michaelson, and Munakata (2020) and Falk, Kosse, and Pinger (2020)

Psychological science, 2020-01, Vol.31 (1), p.105-108

2020

Volltextzugriff (PDF)

Delay of gratification and adult outcomes: The Marshmallow Test does not reliably predict adult functioning

Child development, 2024-07

2024

Volltextzugriff (PDF)

Editorial: The Potential of School-Based Interventions That Target Executive Function

Frontiers in psychology, 2022-01, Vol.13, p.831745-831745

2022

Volltextzugriff (PDF)

Impacts of the Chicago School Readiness Project on Measures of Achievement, Cognitive Functioning, and Behavioral Regulation in Late Adolescence

Developmental psychology, 2023-12, Vol.59 (12), p.2204-2222

2023

Volltextzugriff (PDF)

Child care and family processes: Bi‐directional relations between child care quality, home environments, and maternal depression

Child development, 2023-01, Vol.94 (1), p.e1-e17

2023

Volltextzugriff (PDF)

Attention and Behavior Problems in Childhood Predict Adult Financial Status, Health, and Criminal Activity: A Conceptual Replication and Extension of Moffitt et al. (2011) Using Cohorts From the United States and the United Kingdom

Developmental psychology, 2023-08, Vol.59 (8), p.1389-1406

2023

Volltextzugriff (PDF)

Bi‐directional relations between behavioral problems and executive function: Assessing the longitudinal development of self‐regulation

Developmental science, 2023-05, Vol.26 (3), p.e13331-n/a

2023

Volltextzugriff (PDF)

Examining the Effects of Changes in Classroom Quality on Within‐Child Changes in Achievement and Behavioral Outcomes

Child development, 2021-07, Vol.92 (4), p.e439-e456

2021

Volltextzugriff (PDF)

Investigating if high‐quality kindergarten teachers sustain the pre‐K boost to children's emergent literacy skill development in North Carolina

Child development, 2024-07, Vol.95 (4), p.1200-1217

2024

Volltextzugriff (PDF)

Aiming Further: Addressing the Need for High-Quality Longitudinal Research in Education

Journal of research on educational effectiveness, 2019-10, Vol.12 (4), p.648-658

2019

Volltextzugriff (PDF)

Differential Effects of the Classroom on African American and Non-African American's Mathematics Achievement

Journal of educational psychology, 2017-08, Vol.109 (6), p.794-811

2017

Volltextzugriff (PDF)

Can peers help sustain the positive effects of an early childhood mathematics intervention?

Early childhood research quarterly, 2024-01, Vol.67, p.159-169

2024

Volltextzugriff (PDF)

The effect of the COVID‐19 pandemic on infant development and maternal mental health in the first 2 years of life

Infancy, 2023-01, Vol.28 (1), p.107-135

2023

Volltextzugriff (PDF)

In Search of Dynamic Complementarities between Early and Later Education: Evidence from North Carolina’s Pre-K and K–12 School Funding Reforms

AEA papers and proceedings, 2024-05, Vol.114, p.474-479

2024

Volltextzugriff (PDF)

Understanding Heterogeneity in the Impact of Public Preschool Programs

Monographs of the Society for Research in Child Development, 2023-06, Vol.88 (1), p.7-182

2023

Volltextzugriff (PDF)

1 – 25 von 158

Suche als RSS-Feed

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(120)
Mit Volltextzugriff
(144)

Publikationsform

1 weiteren anzeigen...

Weniger anzeigen...

Sprache

Englisch
(158)
Japanisch
(7)

Erscheinungsjahr

n.n

Thema

15 weitere anzeigen...

Weniger anzeigen...

Zeitschrift / Serie

5 weitere anzeigen...

Weniger anzeigen...

Neu hinzugefügt

... seit 7 Tagen
(1)
... seit 90 Tagen
(4)

Menü

Weitere Dienste

Einstellungen

Revisiting the Marshmallow Test: A Conceptual Replication Investigating Links Between Early Delay of Gratification and Later Outcomes

The Chicago School Readiness Project: Examining the long-term impacts of an early childhood intervention

What's Past Is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement

What Is the Long-Run Impact of Learning Mathematics During Preschool?

Academic Achievement and Economic Attainment: Reexamining Associations Between Test Scores and Long-Run Earnings

Associations Between Preschool Cognitive and Behavioral Skills and College Enrollment: Evidence From the Chicago School Readiness Project

State and Trait Effects on Individual Differences in Children's Mathematical Development

Preschool Executive Function and Adult Outcomes: A Developmental Cascade Model

Which preschool mathematics competencies are most predictive of fifth grade achievement?

The United States' First Business Cycle: An Austrian Interpretation of the Panic of 1797

Controlling, Confounding, and Construct Clarity: Responding to Criticisms of “Revisiting the Marshmallow Test” by Doebel, Michaelson, and Munakata (2020) and Falk, Kosse, and Pinger (2020)

Delay of gratification and adult outcomes: The Marshmallow Test does not reliably predict adult functioning

Editorial: The Potential of School-Based Interventions That Target Executive Function

Impacts of the Chicago School Readiness Project on Measures of Achievement, Cognitive Functioning, and Behavioral Regulation in Late Adolescence

Child care and family processes: Bi‐directional relations between child care quality, home environments, and maternal depression

Attention and Behavior Problems in Childhood Predict Adult Financial Status, Health, and Criminal Activity: A Conceptual Replication and Extension of Moffitt et al. (2011) Using Cohorts From the United States and the United Kingdom

Bi‐directional relations between behavioral problems and executive function: Assessing the longitudinal development of self‐regulation

Examining the Effects of Changes in Classroom Quality on Within‐Child Changes in Achievement and Behavioral Outcomes

Investigating if high‐quality kindergarten teachers sustain the pre‐K boost to children's emergent literacy skill development in North Carolina

Aiming Further: Addressing the Need for High-Quality Longitudinal Research in Education

Differential Effects of the Classroom on African American and Non-African American's Mathematics Achievement

Can peers help sustain the positive effects of an early childhood mathematics intervention?

The effect of the COVID‐19 pandemic on infant development and maternal mental health in the first 2 years of life

In Search of Dynamic Complementarities between Early and Later Education: Evidence from North Carolina’s Pre-K and K–12 School Funding Reforms

Understanding Heterogeneity in the Impact of Public Preschool Programs

Suchergebnisse filtern