| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A lot of noise about nothing? Speech-to-noise ratios rather than noise predict language outcomes in preschoolers
|
Benítez-Barrera, Carlos R.
|
|
|
252 |
C |
p.
|
artikel
|
| 2 |
Associations between spatial skills and physics knowledge in primary school: Spatial skills are more important for conceptual scientific knowledge than for factual scientific knowledge
|
Hodgkiss, Alex
|
|
|
252 |
C |
p.
|
artikel
|
| 3 |
Balanced time perspective and aggression in left-behind children: The mediating role of self-esteem
|
Pi, Yu
|
|
|
252 |
C |
p.
|
artikel
|
| 4 |
Can gamification improve children’s performance in mental rotation?
|
Zakrzewski, Samantha
|
|
|
252 |
C |
p.
|
artikel
|
| 5 |
Children’s moral self-concept relates to moral judgment, but not to arousal
|
Kaßecker, Anja
|
|
|
252 |
C |
p.
|
artikel
|
| 6 |
Cognitive and home predictors of precocious reading and math before formal education
|
Kapteijns, Bob
|
|
|
252 |
C |
p.
|
artikel
|
| 7 |
Connections among family socioeconomic status, aerobic fitness, executive function, and the positive experiences of childhood physical activity
|
Becker, Derek R.
|
|
|
252 |
C |
p.
|
artikel
|
| 8 |
Corrigendum to “Effects of dual- and single-language exposure on children’s word learning: Experimentally testing the role of competition” [J. Exp. Child Psychol. 244 (2024) 105953]
|
Libersky, Emma
|
|
|
252 |
C |
p.
|
artikel
|
| 9 |
Developmental normative data for the Balance Tracking System modified Clinical Test of Sensory Integration and Balance protocol
|
Goble, Daniel J.
|
|
|
252 |
C |
p.
|
artikel
|
| 10 |
Does using multiple strategies enhance preschoolers’ persistence in a challenging task?
|
Ishikawa, Moeko
|
|
|
252 |
C |
p.
|
artikel
|
| 11 |
Editorial Board
|
|
|
|
252 |
C |
p.
|
artikel
|
| 12 |
Examining the factor structure of the home learning environment
|
Ellis, Alexa
|
|
|
252 |
C |
p.
|
artikel
|
| 13 |
Executive functions in inductive and deductive reasoning
|
Kazali, Elena
|
|
|
252 |
C |
p.
|
artikel
|
| 14 |
Finger counting as a key tool for the development of children’s numerical skills
|
Thevenot, Catherine
|
|
|
252 |
C |
p.
|
artikel
|
| 15 |
Gamma oscillations and auditory perception: A cluster-based statistic investigation in infants at higher likelihood of autism and developmental language disorder
|
Polver, Silvia
|
|
|
252 |
C |
p.
|
artikel
|
| 16 |
Influence of musical background on children’s handwriting: Effects of melody and rhythm
|
Lê, Margaux
|
|
|
252 |
C |
p.
|
artikel
|
| 17 |
Integrating lines of research on children’s curiosity-driven learning
|
van Schijndel, Tessa J.P.
|
|
|
252 |
C |
p.
|
artikel
|
| 18 |
Is counting a bad idea? Complex relations among children’s fraction knowledge, eye movements, and performance in visual fraction comparisons
|
Schwarzmeier, Sabrina
|
|
|
252 |
C |
p.
|
artikel
|
| 19 |
Mental arithmetic skill development in primary school: The importance of number processing abilities and general cognitive abilities
|
Träff, Ulf
|
|
|
252 |
C |
p.
|
artikel
|
| 20 |
Parental mathematics anxiety is related to children’s mathematical development in preschool and the first school years
|
Tomasetto, C.
|
|
|
252 |
C |
p.
|
artikel
|
| 21 |
Preschoolers’ cognitive skills predict their developing moral self
|
Baker, Erin Ruth
|
|
|
252 |
C |
p.
|
artikel
|
| 22 |
Processing order in short-term memory is spatially biased in children
|
Vivion, Maëliss
|
|
|
252 |
C |
p.
|
artikel
|
| 23 |
Relation between general vocabulary knowledge and early numeracy competence: The mediating role of mathematical language
|
Ho, Jana Chi-San
|
|
|
252 |
C |
p.
|
artikel
|
| 24 |
Sound–symbol learning and the relationship to spelling in first-grade children
|
Mehlhase, Heike
|
|
|
252 |
C |
p.
|
artikel
|
| 25 |
Sources of variation in preschoolers’ relational reasoning: The interaction between language use and working memory
|
Esmer, Şeref Can
|
|
|
252 |
C |
p.
|
artikel
|
| 26 |
Successful comparisons in novel word generalization: Executive functions or semantic knowledge?
|
Lagarrigue, Yannick
|
|
|
252 |
C |
p.
|
artikel
|
| 27 |
Testing the generalizability of minimal group attitudes in minority and majority race children
|
Straka, Brenda
|
|
|
252 |
C |
p.
|
artikel
|
| 28 |
The development of social offloading
|
Armitage, Kristy L.
|
|
|
252 |
C |
p.
|
artikel
|
| 29 |
The effects of referential continuity on novel word learning in bilingual and monolingual preschoolers
|
Moore, Charlotte
|
|
|
252 |
C |
p.
|
artikel
|
| 30 |
The impact of absolute and relative feedback on children’s self-evaluation: Transitioning from kindergarten to first grade
|
Jin, Yijun
|
|
|
252 |
C |
p.
|
artikel
|
| 31 |
The mediating role of social support on the link between adverse childhood experiences and adult mental health
|
Templeton, Jessica M.
|
|
|
252 |
C |
p.
|
artikel
|
| 32 |
To add or to remove? The role of working memory updating in preschool children’s non-symbolic arithmetic abilities between addition and subtraction
|
Ren, Tongyan
|
|
|
252 |
C |
p.
|
artikel
|
| 33 |
Unraveling the small tie problem mystery: Size effects from finger counting to mental strategies in addition
|
Bagnoud, Jeanne
|
|
|
252 |
C |
p.
|
artikel
|
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