(Q35629432)

9 August 2017

title

Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability (English)

1 reference

9 August 2017

0 references

mathematics education

1 reference

1 reference

1

David C Geary

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9 August 2017

2

Mary K Hoard

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9 August 2017

Jennifer Byrd-Craven

3

1 reference

9 August 2017

Lara Nugent

series ordinal

4

1 reference

9 August 2017

Chattavee Numtee

series ordinal

5

1 reference

9 August 2017

publication date

1 July 2007

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9 August 2017

number of pages

17

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based on heuristic

inferred from page(s)

published in

Child Development

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9 August 2017

volume

78

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9 August 2017

issue

4

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9 August 2017

page(s)

1343-1359

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Complexities in Identifying and Defining Mathematics Learning Disability in the Primary School-Age Years

9 August 2017

cites work

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

12 July 2018

Core systems of number

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Arithmetic fact mastery in young children: a longitudinal investigation

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

The development of numerical estimation: evidence for multiple representations of numerical quantity

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Working memory impairments in children with specific arithmetic learning difficulties

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Working memory, short-term memory, and general fluid intelligence: a latent-variable approach.

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Brain mechanisms of quantity are similar in 5-year-old children and adults

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Developmental differences in addition strategies: a comparison of mathematically disabled and mathematically normal children.

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Cognitive arithmetic and problem solving: a comparison of children with specific and general mathematics difficulties.

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Children's arithmetical difficulties: contributions from processing speed, item identification, and short-term memory.

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Mathematical disabilities: cognitive, neuropsychological, and genetic components

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Individual differences in strategy choices: good students, not-so-good students, and perfectionists.

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

A componential analysis of an early learning deficit in mathematics.

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Developmental change in speed of processing during childhood and adolescence

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Preverbal and verbal counting and computation

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Counting knowledge and skill in cognitive addition: a comparison of normal and mathematically disabled children

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Rapid "automatized" naming (R.A.N): dyslexia differentiated from other learning disabilities

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cutoff criterion used to define MLD.

12 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2.

25 September 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Math learning disorder: incidence in a population-based birth cohort, 1976-82, Rochester, Minn.

25 September 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability.

25 September 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Development of numerical estimation in young children.

25 September 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Brain damage: neglect disrupts the mental number line.

25 September 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Mathematical problem solving and working memory in children with learning disabilities: both executive and phonological processes are important

25 September 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability.

25 September 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Preschoolers doing arithmetic: the concepts are willing but the working memory is weak.

25 September 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Working memory in learning disability subgroups

25 September 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4439199

Developmental dyscalculia: a prospective six-year follow-up

25 September 2018

1 reference

PubMed

https://pubmed.ncbi.nlm.nih.gov/17650142

inferred from PubMed ID database lookup

12 December 2020

based on heuristic

Identifiers

DOI

10.1111/J.1467-8624.2007.01069.X

1 reference

9 August 2017

1 reference

9 August 2017

1 reference