| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Are specific learning disorders truly specific, and are they disorders?
|
Peters, Lien
|
|
2019
|
17 |
C |
p.
|
article
|
| 2 |
Connecting levels of analysis in educational neuroscience: A review of multi-level structure of educational neuroscience with concrete examples
|
Han, Hyemin
|
|
2019
|
17 |
C |
p.
|
article
|
| 3 |
Distributed practice in mathematics: Recommendable especially for students on a medium performance level?
|
Nazari, Katharina Barzagar
|
|
2019
|
17 |
C |
p.
|
article
|
| 4 |
Intensive early screen exposure as a causal factor for symptoms of autistic spectrum disorder: The case for «Virtual autism»
|
Harlé, Bruno
|
|
2019
|
17 |
C |
p.
|
article
|
| 5 |
Response suppression, strategy application, and working memory in the prediction of academic performance and classroom misbehavior: A neuropsychological approach
|
Pluck, Graham
|
|
2019
|
17 |
C |
p.
|
article
|
| 6 |
Screen-exposure and altered brain activation related to attention in preschool children: An EEG study
|
Zivan, Michal
|
|
2019
|
17 |
C |
p.
|
article
|
| 7 |
The development of adaptive risk taking and the role of executive functions in a large sample of school-age boys and girls
|
Bell, Morris D.
|
|
2019
|
17 |
C |
p.
|
article
|
| 8 |
What helps children learn difficult tasks: A teacher's presence may be worth more than a screen
|
Kostyrka-Allchorne, Katarzyna
|
|
2019
|
17 |
C |
p.
|
article
|
Journal description