Working memory and mathematical cognitive development: Limitations of limited-capacity resource models

Developmental Neuropsychology

Volumn 33, Issue 3, 2008, Pages 427-446

  Berch, Daniel B ^a,b  

^a EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH AND HUMAN DEVELOPMENT   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

COGNITIVE DEVELOPMENT; FRAGILE X SYNDROME; INTELLIGENCE QUOTIENT; MATHEMATICAL MODEL; NOTE; PHONETICS; PRIORITY JOURNAL; SPATIAL MEMORY; WORKING MEMORY; ACHIEVEMENT; ADOLESCENT; APTITUDE; ARTICLE; ATTENTION; CHILD; COMPREHENSION; CONCEPT FORMATION; HUMAN; INDIVIDUALITY; LEARNING DISORDER; MATHEMATICS; NEUROPSYCHOLOGICAL TEST; PRESCHOOL CHILD; PROBLEM SOLVING; REACTION TIME; READING; SHORT TERM MEMORY;

ACHIEVEMENT; ADOLESCENT; APTITUDE; ATTENTION; CHILD; CHILD, PRESCHOOL; COMPREHENSION; CONCEPT FORMATION; HUMANS; INDIVIDUALITY; LEARNING DISORDERS; MATHEMATICS; MEMORY, SHORT-TERM; NEUROPSYCHOLOGICAL TESTS; PHONETICS; PROBLEM SOLVING; REACTION TIME; READING;

EID: 45149123081     PISSN: 87565641     EISSN: None     Source Type: Journal    
DOI: 10.1080/87565640801982494     Document Type: Note

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