| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Big Five facets as predictor of job training performance: The role of specific job demands
|
Ziegler, Matthias
|
|
2014
|
29 |
C |
p. 1-7
7 p.
|
artikel
|
| 2 |
Cross-national gender differences in complex problem solving and their determinants
|
Wüstenberg, Sascha
|
|
2014
|
29 |
C |
p. 18-29
12 p.
|
artikel
|
| 3 |
Delay of gratification in first grade: The role of instructional context
|
Brock, Laura L.
|
|
2014
|
29 |
C |
p. 81-88
8 p.
|
artikel
|
| 4 |
Editorial Board
|
|
|
2014
|
29 |
C |
p. ii-
1 p.
|
artikel
|
| 5 |
Efficient cognitive operations predict skill acquisition
|
Smith Jr., Francis X.
|
|
2014
|
29 |
C |
p. 30-40
11 p.
|
artikel
|
| 6 |
How can low-skilled 5-year-old children benefit from multisensory training on the acquisition of the alphabetic principle?
|
Labat, Hélène
|
|
2014
|
29 |
C |
p. 106-113
8 p.
|
artikel
|
| 7 |
Individual differences in anchoring: Traits and experience
|
Welsh, Matthew B.
|
|
2014
|
29 |
C |
p. 131-140
10 p.
|
artikel
|
| 8 |
Individual differences in the effectiveness of text cohesion for science text comprehension
|
Hall, Sophie
|
|
2014
|
29 |
C |
p. 74-80
7 p.
|
artikel
|
| 9 |
Measuring the approximate number system in children: Exploring the relationships among different tasks
|
Gilmore, Camilla
|
|
2014
|
29 |
C |
p. 50-58
9 p.
|
artikel
|
| 10 |
Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance
|
Roebers, Claudia M.
|
|
2014
|
29 |
C |
p. 141-149
9 p.
|
artikel
|
| 11 |
On gender differences in mental rotation processing speed
|
Debelak, Rudolf
|
|
2014
|
29 |
C |
p. 8-17
10 p.
|
artikel
|
| 12 |
Structural validity of the Wechsler Intelligence Scale for Children (WISC-IV) in a French-speaking Swiss sample
|
Reverte, Isabelle
|
|
2014
|
29 |
C |
p. 114-119
6 p.
|
artikel
|
| 13 |
Systemizing and special interests: Characterizing the continuum from neurotypical to autism spectrum disorder
|
Caldwell-Harris, Catherine L.
|
|
2014
|
29 |
C |
p. 98-105
8 p.
|
artikel
|
| 14 |
The dual processes hypothesis in mathematics performance: Beliefs, cognitive reflection, working memory and reasoning
|
Gómez-Chacón, Inés Mª
|
|
2014
|
29 |
C |
p. 67-73
7 p.
|
artikel
|
| 15 |
The on-line assessment of metacognitive skills in a computerized learning environment
|
Veenman, Marcel V.J.
|
|
2014
|
29 |
C |
p. 123-130
8 p.
|
artikel
|
| 16 |
The relationship among students' and teachers' thinking styles, psychological needs and motivation
|
Doménech-Betoret, Fernando
|
|
2014
|
29 |
C |
p. 89-97
9 p.
|
artikel
|
| 17 |
The role of a novel formative assessment tool (Stats-mIQ) and individual differences in real-life academic performance
|
Kleitman, Sabina
|
|
2014
|
29 |
C |
p. 150-161
12 p.
|
artikel
|
| 18 |
The role of literacy skills in adolescents' mathematics word problem performance: Controlling for visuo-spatial ability and mathematics anxiety
|
Kyttälä, Minna
|
|
2014
|
29 |
C |
p. 59-66
8 p.
|
artikel
|
| 19 |
The rule-dependence model explains the commonalities between the Flynn effect and IQ gains via retesting
|
Armstrong, Elijah L.
|
|
2014
|
29 |
C |
p. 41-49
9 p.
|
artikel
|
| 20 |
Whither metacognition
|
Stankov, Lazar
|
|
2014
|
29 |
C |
p. 120-122
3 p.
|
artikel
|
Tijdschrift beschrijving