Using confirmatory factor analysis to understand executive control in preschool children: Sources of variation in emergent mathematic achievement

Developmental Science

Volumn 14, Issue 4, 2011, Pages 679-692

  Bull, Rebecca ^a   Espy, Kimberly Andrews ^b   Wiebe, Sandra A ^c   Sheffield, Tiffany D ^b   Nelson, Jennifer Mize ^b  

^a UNIVERSITY OF ABERDEEN   (United Kingdom)

^b UNIVERSITY OF NEBRASKA LINCOLN   (United States)

^c UNIVERSITY OF ALBERTA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; COMPREHENSION; EDUCATIONAL STATUS; EXECUTIVE FUNCTION; FEMALE; HUMAN; INTELLIGENCE; KNOWLEDGE; MALE; MATHEMATICS; PHYSIOLOGY; PRESCHOOL CHILD; SEX DIFFERENCE; SOCIAL SUPPORT;

CHILD; CHILD, PRESCHOOL; COMPREHENSION; EDUCATIONAL STATUS; EXECUTIVE FUNCTION; FEMALE; HUMANS; INTELLIGENCE; KNOWLEDGE; MALE; MATHEMATICS; SEX FACTORS; SOCIAL SUPPORT;

EID: 79959315137     PISSN: 1363755X     EISSN: 14677687     Source Type: Journal    
DOI: 10.1111/j.1467-7687.2010.01012.x     Document Type: Article

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