메뉴 건너뛰기




Volumn 102, Issue 1, 2010, Pages 43-53

The Development of Cognitive Skills and Gains in Academic School Readiness for Children From Low-Income Families

Author keywords

cognitive skills; executive functions; math achievement; reading achievement; school readiness

Indexed keywords


EID: 77249121624     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0016738     Document Type: Article
Times cited : (527)

References (82)
  • 1
    • 38149056349 scopus 로고    scopus 로고
    • The contribution of working memory to children's mathematical word problem solving
    • Andersson U. The contribution of working memory to children's mathematical word problem solving. Applied Cognitive Psychology 21 (2006) 1201-1216
    • (2006) Applied Cognitive Psychology , vol.21 , pp. 1201-1216
    • Andersson, U.1
  • 2
    • 0035288523 scopus 로고    scopus 로고
    • The executive functions and self-regulation: An evolutionary neuropsychological perspective
    • Barkley R.A. The executive functions and self-regulation: An evolutionary neuropsychological perspective. Neuropsychology Review 11 (2001) 1-29
    • (2001) Neuropsychology Review , vol.11 , pp. 1-29
    • Barkley, R.A.1
  • 4
    • 48949116384 scopus 로고    scopus 로고
    • Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program
    • Bierman K.L., Nix R.L., Greenberg M.T., Blair C., and Domitrovich C.E. Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology 20 (2008) 821-843
    • (2008) Development and Psychopathology , vol.20 , pp. 821-843
    • Bierman, K.L.1    Nix, R.L.2    Greenberg, M.T.3    Blair, C.4    Domitrovich, C.E.5
  • 5
    • 85047673011 scopus 로고    scopus 로고
    • School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry
    • Blair C. School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist 57 (2002) 111-127
    • (2002) American Psychologist , vol.57 , pp. 111-127
    • Blair, C.1
  • 6
    • 33645555488 scopus 로고    scopus 로고
    • How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability
    • Blair C. How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability. Behavioral and Brain Sciences 29 (2006) 109-160
    • (2006) Behavioral and Brain Sciences , vol.29 , pp. 109-160
    • Blair, C.1
  • 7
    • 48949116386 scopus 로고    scopus 로고
    • Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure
    • Blair C., and Diamond A. Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology 20 (2008) 899-911
    • (2008) Development and Psychopathology , vol.20 , pp. 899-911
    • Blair, C.1    Diamond, A.2
  • 8
    • 10844231904 scopus 로고    scopus 로고
    • Rising mean IQ: Cognitive demand of mathematics education for young children, population exposure to formal schooling, and the neurobiology of the prefrontal cortex
    • Blair C., Gamson D., Thorne S., and Baker D. Rising mean IQ: Cognitive demand of mathematics education for young children, population exposure to formal schooling, and the neurobiology of the prefrontal cortex. Intelligence 33 (2005) 93-106
    • (2005) Intelligence , vol.33 , pp. 93-106
    • Blair, C.1    Gamson, D.2    Thorne, S.3    Baker, D.4
  • 9
    • 33947500944 scopus 로고    scopus 로고
    • Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten
    • Blair C., and Razza R.P. Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development 78 (2007) 647-663
    • (2007) Child Development , vol.78 , pp. 647-663
    • Blair, C.1    Razza, R.P.2
  • 11
    • 0020700815 scopus 로고
    • Categorizing sounds and learning to read-A causal connection
    • Bradley L., and Bryant P.E. Categorizing sounds and learning to read-A causal connection. Nature 301 (1983, February 3) 419-421
    • (1983) Nature , vol.301 , pp. 419-421
    • Bradley, L.1    Bryant, P.E.2
  • 14
    • 0035188245 scopus 로고    scopus 로고
    • Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory
    • Bull R., and Scerif G. Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology 19 (2001) 273-293
    • (2001) Developmental Neuropsychology , vol.19 , pp. 273-293
    • Bull, R.1    Scerif, G.2
  • 16
    • 25444435120 scopus 로고    scopus 로고
    • Developmentally sensitive measures of executive function in preschool children
    • Carlson S.M. Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology 28 (2005) 595-616
    • (2005) Developmental Neuropsychology , vol.28 , pp. 595-616
    • Carlson, S.M.1
  • 17
    • 0036749009 scopus 로고    scopus 로고
    • The impact of social experience on neurobiological systems: Illustration from a constructivist view of child maltreatment
    • Cicchetti D. The impact of social experience on neurobiological systems: Illustration from a constructivist view of child maltreatment. Cognitive Development 17 (2002) 1407-1428
    • (2002) Cognitive Development , vol.17 , pp. 1407-1428
    • Cicchetti, D.1
  • 18
    • 33847662879 scopus 로고    scopus 로고
    • Working memory performance in typically developing children and adolescents: Behavioral evidence of protracted frontal lobe development
    • Conklin H., Luciana M., Hooper C., and Yarger R. Working memory performance in typically developing children and adolescents: Behavioral evidence of protracted frontal lobe development. Developmental Neuropsychology 31 (2007) 103-128
    • (2007) Developmental Neuropsychology , vol.31 , pp. 103-128
    • Conklin, H.1    Luciana, M.2    Hooper, C.3    Yarger, R.4
  • 19
    • 33745609502 scopus 로고    scopus 로고
    • Development of cognitive control and executive functions from 4-13 years: Evidence from manipulations of memory, inhibition, and task switching
    • Davidson M.C., Amso D., Anderson L.C., and Diamond A. Development of cognitive control and executive functions from 4-13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia 44 (2006) 2037-2078
    • (2006) Neuropsychologia , vol.44 , pp. 2037-2078
    • Davidson, M.C.1    Amso, D.2    Anderson, L.C.3    Diamond, A.4
  • 20
    • 84990111657 scopus 로고    scopus 로고
    • The development of children theory of mind: The working memory explanation
    • Davis H.L., and Pratt C. The development of children theory of mind: The working memory explanation. Australian Journal of Psychology 47 (1996) 25-31
    • (1996) Australian Journal of Psychology , vol.47 , pp. 25-31
    • Davis, H.L.1    Pratt, C.2
  • 21
    • 0031218624 scopus 로고    scopus 로고
    • Reactive and effortful processes in the organization of temperament
    • Derryberry D., and Rothbart M.K. Reactive and effortful processes in the organization of temperament. Development and Psychopathology 9 (1997) 633-652
    • (1997) Development and Psychopathology , vol.9 , pp. 633-652
    • Derryberry, D.1    Rothbart, M.K.2
  • 22
    • 36749036650 scopus 로고    scopus 로고
    • Preschool program improves cognitive control
    • Diamond A., Barnett W.S., Thomas J., and Munro S. Preschool program improves cognitive control. Science 318 (2007) 1387-1388
    • (2007) Science , vol.318 , pp. 1387-1388
    • Diamond, A.1    Barnett, W.S.2    Thomas, J.3    Munro, S.4
  • 24
    • 0030144058 scopus 로고    scopus 로고
    • Development of an aspect of executive control: Development of the abilities to remember what I said and to "Do as I say, not as I do."
    • Diamond A., and Taylor C. Development of an aspect of executive control: Development of the abilities to remember what I said and to "Do as I say, not as I do.". Developmental Psychobiology 29 (1996) 315-334
    • (1996) Developmental Psychobiology , vol.29 , pp. 315-334
    • Diamond, A.1    Taylor, C.2
  • 26
    • 3943075808 scopus 로고    scopus 로고
    • The contribution of executive functions to emergent mathematic skills in preschool children
    • Espy K., McDiarmid M., Kwik M., Stalets M., Hamby A., and Senn T. The contribution of executive functions to emergent mathematic skills in preschool children. Developmental Neuropsychology 26 (2004) 465-486
    • (2004) Developmental Neuropsychology , vol.26 , pp. 465-486
    • Espy, K.1    McDiarmid, M.2    Kwik, M.3    Stalets, M.4    Hamby, A.5    Senn, T.6
  • 31
    • 38549141322 scopus 로고    scopus 로고
    • Executive function in preschoolers: A review using an integrative framework
    • Garon N., Bryson S.E., and Smith I.M. Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin 134 (2008) 31-60
    • (2008) Psychological Bulletin , vol.134 , pp. 31-60
    • Garon, N.1    Bryson, S.E.2    Smith, I.M.3
  • 33
    • 20344387002 scopus 로고    scopus 로고
    • Developmental consequences of poor phonological short-term memory function in childhood: A longitudinal study
    • Gathercole S.E., Tiffany C., Briscoe J., and Thorn A. Developmental consequences of poor phonological short-term memory function in childhood: A longitudinal study. Journal of Child Psychology and Psychiatry 46 (2005) 598-611
    • (2005) Journal of Child Psychology and Psychiatry , vol.46 , pp. 598-611
    • Gathercole, S.E.1    Tiffany, C.2    Briscoe, J.3    Thorn, A.4
  • 34
    • 0141917835 scopus 로고    scopus 로고
    • Learning disabilities in arithmetic: Problem-solving differences and cognitive deficits
    • Swanson H.L., Harris K.R., and Graham S. (Eds), Guilford Press, New York
    • Geary D.C. Learning disabilities in arithmetic: Problem-solving differences and cognitive deficits. In: Swanson H.L., Harris K.R., and Graham S. (Eds). Handbook of learning disabilities (2003), Guilford Press, New York 199-212
    • (2003) Handbook of learning disabilities , pp. 199-212
    • Geary, D.C.1
  • 35
    • 34547294996 scopus 로고    scopus 로고
    • Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability
    • Geary D.C., Hoard M.K., Byrd-Craven J., Nugent L., and Numtee C. Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development 78 (2007) 1343-1359
    • (2007) Child Development , vol.78 , pp. 1343-1359
    • Geary, D.C.1    Hoard, M.K.2    Byrd-Craven, J.3    Nugent, L.4    Numtee, C.5
  • 36
    • 0033227569 scopus 로고    scopus 로고
    • Numerical and arithmetical cognition: Patterns of functions and deficits in children at risk for a mathematical disability
    • Geary D.C., Hoard M.K., and Hamson C.O. Numerical and arithmetical cognition: Patterns of functions and deficits in children at risk for a mathematical disability. Journal of Experimental Child Psychology 74 (1999) 213-239
    • (1999) Journal of Experimental Child Psychology , vol.74 , pp. 213-239
    • Geary, D.C.1    Hoard, M.K.2    Hamson, C.O.3
  • 37
    • 0030639831 scopus 로고    scopus 로고
    • Mothers' and toddlers' coordinated joint focus of attention: Variations and maternal dysphoric symptoms
    • Goldsmith D.F., and Rogoff B. Mothers' and toddlers' coordinated joint focus of attention: Variations and maternal dysphoric symptoms. Developmental Psychology 33 (1997) 113-119
    • (1997) Developmental Psychology , vol.33 , pp. 113-119
    • Goldsmith, D.F.1    Rogoff, B.2
  • 39
    • 36348984513 scopus 로고    scopus 로고
    • Building social and emotional competence: The PATHS curriculum
    • Jimerson S.R., and Furlong M.J. (Eds), Erlbaum, Mahwah, NJ
    • Greenberg M.T., and Kusché C.A. Building social and emotional competence: The PATHS curriculum. In: Jimerson S.R., and Furlong M.J. (Eds). Handbook of school violence and school safety: From research to practice (2006), Erlbaum, Mahwah, NJ 395-412
    • (2006) Handbook of school violence and school safety: From research to practice , pp. 395-412
    • Greenberg, M.T.1    Kusché, C.A.2
  • 41
    • 26844524163 scopus 로고    scopus 로고
    • Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
    • Hamre B., and Pianta R. Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?. Child Development 76 (2005) 949-967
    • (2005) Child Development , vol.76 , pp. 949-967
    • Hamre, B.1    Pianta, R.2
  • 42
    • 36348950987 scopus 로고    scopus 로고
    • Executive function and theory of mind: Predictive relations from ages 2 to 4
    • Hughes C., and Ensor R. Executive function and theory of mind: Predictive relations from ages 2 to 4. Developmental Psychology 43 (2007) 1447-1459
    • (2007) Developmental Psychology , vol.43 , pp. 1447-1459
    • Hughes, C.1    Ensor, R.2
  • 43
    • 4444245978 scopus 로고    scopus 로고
    • Measuring executive functions in childhood: Problems and solutions?
    • Hughes C., and Graham A. Measuring executive functions in childhood: Problems and solutions?. Child and Adolescent Mental Health 7 (2002) 131-142
    • (2002) Child and Adolescent Mental Health , vol.7 , pp. 131-142
    • Hughes, C.1    Graham, A.2
  • 44
    • 30444455137 scopus 로고    scopus 로고
    • Classroom engagement mediates the effect of teacher-student support on elementary students' peer acceptance: A prospective analysis
    • Hughes J.N., and Kwok O.-M. Classroom engagement mediates the effect of teacher-student support on elementary students' peer acceptance: A prospective analysis. Journal of School Psychology 43 (2006) 465-480
    • (2006) Journal of School Psychology , vol.43 , pp. 465-480
    • Hughes, J.N.1    Kwok, O.-M.2
  • 45
    • 33644945381 scopus 로고    scopus 로고
    • Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties
    • Jordan N.C., Kaplan D., Oláh L.N., and Locuniak M.N. Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development 77 (2006) 153-175
    • (2006) Child Development , vol.77 , pp. 153-175
    • Jordan, N.C.1    Kaplan, D.2    Oláh, L.N.3    Locuniak, M.N.4
  • 46
    • 0029190897 scopus 로고
    • Calculation abilities in young children with different patterns of cognitive functioning
    • Jordan N.C., Levine S.C., and Huttenlocher J. Calculation abilities in young children with different patterns of cognitive functioning. Journal of Learning Disabilities 28 (1995) 53-64
    • (1995) Journal of Learning Disabilities , vol.28 , pp. 53-64
    • Jordan, N.C.1    Levine, S.C.2    Huttenlocher, J.3
  • 49
    • 0034151470 scopus 로고    scopus 로고
    • Effortful control in early childhood: Continuity and change, antecedents, and implications for social development
    • Kochanska G., Murray K.T., and Harlan E.T. Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology 36 (2000) 220-232
    • (2000) Developmental Psychology , vol.36 , pp. 220-232
    • Kochanska, G.1    Murray, K.T.2    Harlan, E.T.3
  • 50
    • 33751541897 scopus 로고    scopus 로고
    • Empirically-derived, person-oriented patterns of school readiness in typically-developing children: Description and prediction to first-grade achievement
    • Konold T.R., and Pianta R.C. Empirically-derived, person-oriented patterns of school readiness in typically-developing children: Description and prediction to first-grade achievement. Applied Developmental Science 9 (2005) 174-187
    • (2005) Applied Developmental Science , vol.9 , pp. 174-187
    • Konold, T.R.1    Pianta, R.C.2
  • 51
    • 0033220493 scopus 로고    scopus 로고
    • Children's social and scholastic lives in kindergarten: Related spheres of influence?
    • Ladd G.W., Birch S.H., and Buhs E.S. Children's social and scholastic lives in kindergarten: Related spheres of influence?. Child Development 70 (1999) 1373-1400
    • (1999) Child Development , vol.70 , pp. 1373-1400
    • Ladd, G.W.1    Birch, S.H.2    Buhs, E.S.3
  • 52
    • 33846839104 scopus 로고    scopus 로고
    • Contextual risk and parenting as predictors of effortful control and social competence in preschool children
    • Lengua L.J., Honorado E., and Bush N.R. Contextual risk and parenting as predictors of effortful control and social competence in preschool children. Journal of Applied Developmental Psychology 28 (2007) 40-55
    • (2007) Journal of Applied Developmental Psychology , vol.28 , pp. 40-55
    • Lengua, L.J.1    Honorado, E.2    Bush, N.R.3
  • 53
    • 33846102174 scopus 로고    scopus 로고
    • Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences
    • Li-Grining C.P. Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences. Developmental Psychology 43 (2007) 208-221
    • (2007) Developmental Psychology , vol.43 , pp. 208-221
    • Li-Grining, C.P.1
  • 54
    • 0034277120 scopus 로고    scopus 로고
    • Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study
    • Lonigan C.J., Burgess S.R., and Anthony J.L. Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology 36 (2000) 596-613
    • (2000) Developmental Psychology , vol.36 , pp. 596-613
    • Lonigan, C.J.1    Burgess, S.R.2    Anthony, J.L.3
  • 56
    • 62249087075 scopus 로고    scopus 로고
    • Head Start: What do we know about its effectiveness? What do we want to know?
    • McCartney K., and Phillips D. (Eds), Blackwell, Malden, MA
    • Love J.M., Tarullo L.B., Raikes H., and Chazan-Cohen R. Head Start: What do we know about its effectiveness? What do we want to know?. In: McCartney K., and Phillips D. (Eds). The Blackwell handbook of early childhood development (2006), Blackwell, Malden, MA 550-575
    • (2006) The Blackwell handbook of early childhood development , pp. 550-575
    • Love, J.M.1    Tarullo, L.B.2    Raikes, H.3    Chazan-Cohen, R.4
  • 57
    • 0032031873 scopus 로고    scopus 로고
    • The functional emergence of prefrontally-guided working memory systems in four- to eight-year-old children
    • Luciana M., and Nelson C.A. The functional emergence of prefrontally-guided working memory systems in four- to eight-year-old children. Neuropsychologia 36 (1998) 273-293
    • (1998) Neuropsychologia , vol.36 , pp. 273-293
    • Luciana, M.1    Nelson, C.A.2
  • 59
    • 0034242442 scopus 로고    scopus 로고
    • The unity and diversity of executive functions and their contributions to complex "frontal lobe" tasks: A latent variable analysis
    • Miyake A., Friedman N.P., Emerson M.J., Witzki A.H., and Howerter A. The unity and diversity of executive functions and their contributions to complex "frontal lobe" tasks: A latent variable analysis. Cognitive Psychology 41 (2000) 49-100
    • (2000) Cognitive Psychology , vol.41 , pp. 49-100
    • Miyake, A.1    Friedman, N.P.2    Emerson, M.J.3    Witzki, A.H.4    Howerter, A.5
  • 60
    • 34249798700 scopus 로고    scopus 로고
    • Socioeconomic gradients predict individual differences in neurocognitive abilities
    • Noble K.G., McCandliss B.D., and Farah M.J. Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science 10 (2007) 464-480
    • (2007) Developmental Science , vol.10 , pp. 464-480
    • Noble, K.G.1    McCandliss, B.D.2    Farah, M.J.3
  • 61
    • 21944437484 scopus 로고    scopus 로고
    • Preschool behavior and first-grade school achievement: The mediational role of cognitive self-control
    • Normandeau S., and Guay F. Preschool behavior and first-grade school achievement: The mediational role of cognitive self-control. Journal of Educational Psychology 90 (1998) 111-121
    • (1998) Journal of Educational Psychology , vol.90 , pp. 111-121
    • Normandeau, S.1    Guay, F.2
  • 62
    • 0034150614 scopus 로고    scopus 로고
    • The effects of global severe privation on cognitive competence: Extension and longitudinal follow-up
    • English & Romanian Adoptees Study Team
    • O'Connor T.G., Rutter M., Beckett C., Keaveney L., Kreppner J.M., and English & Romanian Adoptees Study Team. The effects of global severe privation on cognitive competence: Extension and longitudinal follow-up. Child Development 71 (2000) 376-390
    • (2000) Child Development , vol.71 , pp. 376-390
    • O'Connor, T.G.1    Rutter, M.2    Beckett, C.3    Keaveney, L.4    Kreppner, J.M.5
  • 63
    • 0026180248 scopus 로고
    • Skill development in vigilance: Effects of event rate and age
    • Parasuraman R., and Giambra L. Skill development in vigilance: Effects of event rate and age. Psychology and Aging 6 (1991) 155-169
    • (1991) Psychology and Aging , vol.6 , pp. 155-169
    • Parasuraman, R.1    Giambra, L.2
  • 64
    • 50649107241 scopus 로고    scopus 로고
    • Working memory failures in children with arithmetical difficulties
    • Passolunghi M., and Cornoldi C. Working memory failures in children with arithmetical difficulties. Child Neuropsychology 14 (2008) 387-400
    • (2008) Child Neuropsychology , vol.14 , pp. 387-400
    • Passolunghi, M.1    Cornoldi, C.2
  • 65
    • 34247115526 scopus 로고    scopus 로고
    • The precursors of mathematics learning: Working memory, phonological ability and numerical competence
    • Passolunghi M.C., Vercelloni B., and Schadee H. The precursors of mathematics learning: Working memory, phonological ability and numerical competence. Cognitive Development 22 (2006) 165-184
    • (2006) Cognitive Development , vol.22 , pp. 165-184
    • Passolunghi, M.C.1    Vercelloni, B.2    Schadee, H.3
  • 67
    • 33646488020 scopus 로고    scopus 로고
    • The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS curriculum
    • Riggs N.R., Greenberg M.T., Kusché C.A., and Pentz M.A. The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS curriculum. Prevention Science 7 (2006) 91-102
    • (2006) Prevention Science , vol.7 , pp. 91-102
    • Riggs, N.R.1    Greenberg, M.T.2    Kusché, C.A.3    Pentz, M.A.4
  • 69
    • 43749124884 scopus 로고    scopus 로고
    • Childhood poverty: Implications for school readiness and early childhood education
    • Spodek B., and Saracho O.N. (Eds), Erlbaum, Mahwah, NJ
    • Ryan R.M., Fauth R.C., and Brooks-Gunn J. Childhood poverty: Implications for school readiness and early childhood education. In: Spodek B., and Saracho O.N. (Eds). Handbook of research on the education of young children. 2nd ed. (2006), Erlbaum, Mahwah, NJ 323-346
    • (2006) Handbook of research on the education of young children. 2nd ed. , pp. 323-346
    • Ryan, R.M.1    Fauth, R.C.2    Brooks-Gunn, J.3
  • 70
    • 33845760465 scopus 로고    scopus 로고
    • Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia
    • Samuelsson S., Olson R., Wadsworth S., Corley R., DeFries J.C., Willcutt E., et al. Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia. Reading and Writing 20 (2007) 51-75
    • (2007) Reading and Writing , vol.20 , pp. 51-75
    • Samuelsson, S.1    Olson, R.2    Wadsworth, S.3    Corley, R.4    DeFries, J.C.5    Willcutt, E.6
  • 72
    • 33745165231 scopus 로고    scopus 로고
    • Cross-sectional and incremental changes in working memory and mathematical problem solving
    • Swanson H.L. Cross-sectional and incremental changes in working memory and mathematical problem solving. Journal of Educational Psychology 98 (2006) 265-281
    • (2006) Journal of Educational Psychology , vol.98 , pp. 265-281
    • Swanson, H.L.1
  • 73
    • 34147128627 scopus 로고    scopus 로고
    • The influence of working memory on reading growth in subgroups of children with reading disabilities
    • Swanson H.L., and Jerman O. The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology 96 (2007) 249-283
    • (2007) Journal of Experimental Child Psychology , vol.96 , pp. 249-283
    • Swanson, H.L.1    Jerman, O.2
  • 74
    • 44449091193 scopus 로고    scopus 로고
    • Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties
    • Swanson H.L., Jerman O., and Zheng X. Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology 100 (2008) 343-379
    • (2008) Journal of Educational Psychology , vol.100 , pp. 343-379
    • Swanson, H.L.1    Jerman, O.2    Zheng, X.3
  • 75
    • 0035403028 scopus 로고    scopus 로고
    • Mathematical problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important
    • Swanson H.L., and Sachse-Lee C. Mathematical problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important. Journal of Experimental Child Psychology 79 (2001) 294-321
    • (2001) Journal of Experimental Child Psychology , vol.79 , pp. 294-321
    • Swanson, H.L.1    Sachse-Lee, C.2
  • 77
    • 34547609870 scopus 로고    scopus 로고
    • Executive functioning in children, and its relation with reasoning, reading, and arithmetic
    • van der Sluis S., de Jong P.F., and van der Leij A. Executive functioning in children, and its relation with reasoning, reading, and arithmetic. Intelligence 35 (2006) 427-449
    • (2006) Intelligence , vol.35 , pp. 427-449
    • van der Sluis, S.1    de Jong, P.F.2    van der Leij, A.3
  • 78
    • 77249136164 scopus 로고    scopus 로고
    • Vygotsky, L. S. (1933/1962). Thought and language (E. Hanfmann & G. Vakar, Eds. & Trans.). Cambridge, MA: MIT Press.
    • Vygotsky, L. S. (1933/1962). Thought and language (E. Hanfmann & G. Vakar, Eds. & Trans.). Cambridge, MA: MIT Press.
  • 79
    • 58149370819 scopus 로고
    • The nature of phonological processing and its causal role in the acquisition of reading skills
    • Wagner R.K., and Torgesen J.K. The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin 101 (1987) 192-212
    • (1987) Psychological Bulletin , vol.101 , pp. 192-212
    • Wagner, R.K.1    Torgesen, J.K.2
  • 80
    • 42049094398 scopus 로고    scopus 로고
    • Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure
    • Wiebe S.A., Espy K.A., and Charak D. Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure. Developmental Psychology 44 (2008) 575-587
    • (2008) Developmental Psychology , vol.44 , pp. 575-587
    • Wiebe, S.A.1    Espy, K.A.2    Charak, D.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.