| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A model of reading comprehension in Chinese elementary school children
|
Yeung, Pui-sze
|
|
2013
|
25 |
C |
p. 55-66
12 p.
|
artikel
|
| 2 |
Are deaf students visual learners?
|
Marschark, Marc
|
|
2013
|
25 |
C |
p. 156-162
7 p.
|
artikel
|
| 3 |
Cognitive predictors of rapid picture naming
|
Decker, Scott L.
|
|
2013
|
25 |
C |
p. 141-149
9 p.
|
artikel
|
| 4 |
Cross-lagged relations between task-avoidant behavior and literacy skills in Chinese
|
Liao, Chen-Huei
|
|
2013
|
25 |
C |
p. 73-79
7 p.
|
artikel
|
| 5 |
Development and validation of a 2×2 model of time-related academic behavior: Procrastination and timely engagement
|
Strunk, Kamden K.
|
|
2013
|
25 |
C |
p. 35-44
10 p.
|
artikel
|
| 6 |
Editorial Board
|
|
|
2013
|
25 |
C |
p. ii-
1 p.
|
artikel
|
| 7 |
Gender, ‘g’, and fixed versus growth intelligence mindsets as predictors of self-estimated Domain Masculine Intelligence (DMIQ)
|
Storek, Josephine
|
|
2013
|
25 |
C |
p. 93-98
6 p.
|
artikel
|
| 8 |
High school readers: A profile of above average readers and readers with learning disabilities reading expository text
|
Wigent, Catherine A.
|
|
2013
|
25 |
C |
p. 134-140
7 p.
|
artikel
|
| 9 |
How many pathways underlie socioeconomic differences in the development of cognition and achievement?
|
Tucker-Drob, Elliot M.
|
|
2013
|
25 |
C |
p. 12-20
9 p.
|
artikel
|
| 10 |
Individual differences in base rate neglect: A fuzzy processing preference index
|
Wolfe, Christopher R.
|
|
2013
|
25 |
C |
p. 1-11
11 p.
|
artikel
|
| 11 |
Is approximate number precision a stable predictor of math ability?
|
Libertus, Melissa E.
|
|
2013
|
25 |
C |
p. 126-133
8 p.
|
artikel
|
| 12 |
Mastery-approach goals and knowledge transfer: An investigation into the effects of task structure and framing instructions
|
Belenky, Daniel M.
|
|
2013
|
25 |
C |
p. 21-34
14 p.
|
artikel
|
| 13 |
Personality factors in elementary school children: Contributions to academic performance over and above executive functions?
|
Neuenschwander, Regula
|
|
2013
|
25 |
C |
p. 118-125
8 p.
|
artikel
|
| 14 |
Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?
|
Komarraju, Meera
|
|
2013
|
25 |
C |
p. 67-72
6 p.
|
artikel
|
| 15 |
Teachers' causal attributional responses of students with learning disabilities in China
|
Woodcock, Stuart
|
|
2013
|
25 |
C |
p. 163-170
8 p.
|
artikel
|
| 16 |
The deficit profile of working memory, inhibition, and updating in Chinese children with reading difficulties
|
Peng, Peng
|
|
2013
|
25 |
C |
p. 111-117
7 p.
|
artikel
|
| 17 |
The development of early numeracy ability in kindergartners with limited working memory skills
|
Toll, Sylke W.M.
|
|
2013
|
25 |
C |
p. 45-54
10 p.
|
artikel
|
| 18 |
The role of maternal support of competence, autonomy and relatedness in children's interests and mastery orientation
|
Aunola, Kaisa
|
|
2013
|
25 |
C |
p. 171-177
7 p.
|
artikel
|
| 19 |
The roles of cognitive and motivational predictors in explaining school achievement in elementary school
|
Weber, Heike S.
|
|
2013
|
25 |
C |
p. 85-92
8 p.
|
artikel
|
| 20 |
The sensitive, imaginative, articulate art student and conservative, cool, numerate science student: Individual differences in art and science students
|
Furnham, Adrian
|
|
2013
|
25 |
C |
p. 150-155
6 p.
|
artikel
|
| 21 |
The structure of visuospatial memory in adulthood
|
Mammarella, Irene C.
|
|
2013
|
25 |
C |
p. 99-110
12 p.
|
artikel
|
| 22 |
Using the 2×2 framework of achievement goals to predict achievement emotions and academic performance
|
Putwain, David W.
|
|
2013
|
25 |
C |
p. 80-84
5 p.
|
artikel
|
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