Modeling a cascade of effects: The role of speed and executive functioning in preterm/full-term differences in academic achievement

Developmental Science

Volumn 14, Issue 5, 2011, Pages 1161-1175

  Rose, Susan A ^a   Feldman, Judith F ^b   Jankowski, Jeffery J ^a,b  

^a ALBERT EINSTEIN COLLEGE OF MEDICINE   (United States)

^b QUEENSBOROUGH COMMUNITY COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ARTICLE; ATTENTION; BIRTH ORDER; CHILD; COGNITION; EDUCATIONAL STATUS; EXECUTIVE FUNCTION; FEMALE; HUMAN; LEARNING; MALE; NEUROPSYCHOLOGICAL TEST; NEWBORN; PREMATURITY; SHORT TERM MEMORY;

ACHIEVEMENT; ATTENTION; BIRTH ORDER; CHILD; COGNITION; EDUCATIONAL STATUS; EXECUTIVE FUNCTION; FEMALE; HUMANS; INFANT, NEWBORN; INFANT, PREMATURE; LEARNING; MALE; MEMORY, SHORT-TERM; NEUROPSYCHOLOGICAL TESTS;

EID: 80051916931     PISSN: 1363755X     EISSN: 14677687     Source Type: Journal    
DOI: 10.1111/j.1467-7687.2011.01068.x     Document Type: Article

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