Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems

Journal of Experimental Child Psychology

Volumn 113, Issue 1, 2012, Pages 49-65

  Geary, David C ^a   Hoard, Mary K ^a   Nugent, Lara ^a  

^a UNIVERSITY OF MISSOURI   (United States)

Author keywords

Addition development; Attentive behavior; Central executive; Intelligence; Longitudinal study; Working memory

Indexed keywords

ACHIEVEMENT; AGE; ARTICLE; ATTENTION; DYSCALCULIA; EDUCATION; EXECUTIVE FUNCTION; HUMAN; INDIVIDUALITY; INTELLIGENCE; LEARNING DISORDER; LONGITUDINAL STUDY; MATHEMATICS; PROBLEM SOLVING; PROSPECTIVE STUDY; PSYCHOLOGICAL ASPECT; REACTION TIME; RISK FACTOR; SEX DIFFERENCE; SHORT TERM MEMORY; SOCIAL BEHAVIOR; STUDENT;

ACHIEVEMENT; AGE FACTORS; ATTENTION; DYSCALCULIA; EXECUTIVE FUNCTION; HUMANS; INDIVIDUALITY; INTELLIGENCE; LEARNING DISORDERS; LONGITUDINAL STUDIES; MATHEMATICS; MEMORY, SHORT-TERM; PROBLEM SOLVING; PROSPECTIVE STUDIES; REACTION TIME; RISK FACTORS; SEX FACTORS; SOCIAL BEHAVIOR; STUDENTS;

EID: 84863782321     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2012.03.003     Document Type: Article

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