Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study

British Journal of Educational Psychology

Volumn 82, Issue 1, 2012, Pages 64-81

  Desoete, Annemie ^a   Ceulemans, Annelies ^a   De Weerdt, Frauke ^a   Pieters, Stefanie ^a  

^a GHENT UNIVERSITY   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; APTITUDE TEST; ARTICLE; CHILD; EDUCATION; FEMALE; HUMAN; LEARNING DISORDER; LONGITUDINAL STUDY; MALE; MATHEMATICAL PHENOMENA; PATTERN RECOGNITION; PERCEPTIVE DISCRIMINATION; PREDICTIVE VALUE; PRESCHOOL CHILD; PROBLEM SOLVING; PSYCHOLOGICAL ASPECT; PSYCHOMETRY; SHORT TERM MEMORY; STATISTICS; SYMBOLISM;

ACHIEVEMENT; APTITUDE TESTS; CHILD; CHILD, PRESCHOOL; DISCRIMINATION (PSYCHOLOGY); EDUCATIONAL MEASUREMENT; FEMALE; HUMANS; LEARNING DISORDERS; LONGITUDINAL STUDIES; MALE; MATHEMATICAL CONCEPTS; MEMORY, SHORT-TERM; PATTERN RECOGNITION, VISUAL; PREDICTIVE VALUE OF TESTS; PROBLEM SOLVING; PSYCHOMETRICS; SYMBOLISM;

EID: 84858674133     PISSN: 00070998     EISSN: 20448279     Source Type: Journal    
DOI: 10.1348/2044-8279.002002     Document Type: Article

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