| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Applying the science of learning to teacher professional development and back again: Lessons from 3 country contexts
|
Zosh, Jennifer M.
|
|
|
36 |
C |
p.
|
artikel
|
| 2 |
Executive functions as predictors of learning prerequisites in preschool: A longitudinal study
|
Ruffini, Costanza
|
|
|
36 |
C |
p.
|
artikel
|
| 3 |
Eye-tracker and fNIRS: Using neuroscientific tools to assess the learning experience during children's educational robotics activities
|
Pinheiro, Eneyse Dayane
|
|
|
36 |
C |
p.
|
artikel
|
| 4 |
Integrating vision and somatosensation does not improve the accuracy and response time when estimating area and perimeter of rectangles in primary school
|
Leukel, Christian
|
|
|
36 |
C |
p.
|
artikel
|
| 5 |
Introduction to the special issue: Bringing the brain into education: The application of findings from the Science of Learning to teacher training and development
|
Privitera, Adam John
|
|
|
36 |
C |
p.
|
artikel
|
| 6 |
Mirror invariance in the subsequent acquisition of a script with separate forms for reading and writing
|
Krasa, Nancy
|
|
|
36 |
C |
p.
|
artikel
|
| 7 |
The whole is greater than the sum of its parts: Using cognitive profiles to predict academic achievement
|
Younger, Jessica Wise
|
|
|
36 |
C |
p.
|
artikel
|
| 8 |
Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training
|
Sazaka, LetÃcia Sayuri Ribeiro
|
|
|
36 |
C |
p.
|
artikel
|
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