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Abby S. Boytos, Kristi A. Costabile & Tessa R. Logan. (2023) Describing autobiographical memories: Effects of shared reality and audience attitude valence on perceived authenticity and self-esteem. Self and Identity 22:1, pages 77-101.
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Arcadio A. Cerda, Leidy Y. García & Arcadio J. Cerda. (2021) The effect of physical activities and self-esteem on school performance: A probabilistic analysis. Cogent Education 8:1.
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Samuel J. Dienel, Kevin F. Dowling, Zackery Barile, H. Holly Bazmi, Amy Liu, Julia C. Vespoli, Kenneth N. Fish & David A. Lewis. (2023) Diagnostic Specificity and Association With Cognition of Molecular Alterations in Prefrontal Somatostatin Neurons in Schizophrenia. JAMA Psychiatry 80:12, pages 1235.
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Li-Chih Wang, Ji-Kang Chen & Kean Poon. (2023) Relationships Between State Anxiety and Reading Comprehension of Chinese Students With and Without Dyslexia: A Cross-Sectional Design. Learning Disability Quarterly 46:4, pages 247-260.
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Nuria Castilla, Juan Luis Higuera-Trujillo & Carmen Llinares. (2023) Exploring lighting conditions to reduce energy consumption and improve cognitive performance using immersive virtual environments. Energy and Buildings 298, pages 113496.
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Ylenia Passiatore, Sara Costa, Giuseppe Grossi, Giuseppe Carrus & Sabine Pirchio. (2023) Mathematics self-concept moderates the relation between cognitive functions and mathematical skills in primary school children. Social Psychology of Education.
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Alessandro Cuder, Marija Živković, Eleonora Doz, Sandra Pellizzoni & Maria Chiara Passolunghi. (2023) The relationship between math anxiety and math performance: The moderating role of visuospatial working memory. Journal of Experimental Child Psychology 233, pages 105688.
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Yoshifumi Ikeda, Yosuke Kita, Yuhei Oi, Hideyuki Okuzumi, Silvia Lanfranchi, Francesca Pulina, Irene Cristina Mammarella, Katie Allen & David Giofrè. (2023) The Structure of Working Memory and Its Relationship with Intelligence in Japanese Children. Journal of Intelligence 11:8, pages 167.
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Emma Tourreix, Maud Besançon & Corentin Gonthier. (2023) Non-Cognitive Specificities of Intellectually Gifted Children and Adolescents: A Systematic Review of the Literature. Journal of Intelligence 11:7, pages 141.
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Lu Zhang, Lawrence Jun Zhang & Ting Sophia Xu. (2023) Effects of teacher explicit instruction in stance-taking on students’ perceptions of stance and on their academic writing beliefs. Frontiers in Psychology 14.
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Azamat Serek, Gulnara Saimassay, Meirambek Zhaparov, Chau Nguyen Giang, Vinh Truong Hoang & Zhadyra Zhalgassova. (2023) Analysis of Self-esteem on Students' Performance in Online Programming Competition. Analysis of Self-esteem on Students' Performance in Online Programming Competition.
Marija Živković, Sandra Pellizzoni, Irene C. Mammarella & Maria Chiara Passolunghi. (2022) The relationship betweens math anxiety and arithmetic reasoning: The mediating role of working memory and self-competence. Current Psychology 42:17, pages 14506-14516.
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J. Chevalère, L. Cazenave, R. Wollast, M. Berthon, R. Martinez, V. Mazenod, M. C. Borion, D. Pailler, N. Rocher, R. Cadet, C. Lenne, N. Maïonchi-Pino & P. Huguet. (2022) The influence of socioeconomic status, working memory and academic self-concept on academic achievement. European Journal of Psychology of Education 38:1, pages 287-309.
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Paola Cristofani, Maria Chiara Di Lieto, Claudia Casalini, Chiara Pecini, Matteo Baroncini, Ottavia Pessina, Filippo Gasperini, Maria Bianca Dasso Lang, Mariaelisa Bartoli, Anna Maria Chilosi & Annarita Milone. (2023) Specific Learning Disabilities and Emotional-Behavioral Difficulties: Phenotypes and Role of the Cognitive Profile. Journal of Clinical Medicine 12:5, pages 1882.
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David Reyero García. (2023) Ulises en el Instituto. Liderazgo y escuela a partir del mito de Aquiles. Teoría de la Educación. Revista Interuniversitaria 35:1, pages 1-18.
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Daoyang Wang, Lin Gan & Cuicui Wang. (2021) The effect of growth mindset on reasoning ability in Chinese adolescents and young adults: the moderating role of self-esteem. Current Psychology 42:1, pages 553-559.
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Malini R & Immanuel Thomas. (2022) WISC-IV and Rey Auditory Verbal Learning Test Indicators of Specific Learning Disorder and Discrepant Academic Achievement. Journal of Psychoeducational Assessment 40:8, pages 950-967.
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Andreas Demetriou, George Charilaos Spanoudis, Samuel Greiff, Nikolaos Makris, Rita Panaoura & Smaragda Kazi. (2022) Changing priorities in the development of cognitive competence and school learning: A general theory. Frontiers in Psychology 13.
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Chloe Southon. (2022) The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students. Frontiers in Psychology 13.
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Valerie S. Knopik, Lauren Micalizzi, Kristine Marceau, Amy M. Loviska, Li Yu, Alexandra Bien, Emily Rolan, Allison S. Evans, Rohan H. C. Palmer & Andrew C. Heath. (2022) The roles of familial transmission and smoking during pregnancy on executive function skills: A sibling-comparison study. Development and Psychopathology, pages 1-13.
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Niranjan Parajuli, Balaram Pradhan & Saee Bapat. (2022) Effect of yoga on cognitive functions and anxiety among female school children with low academic performance: A randomized control trial. Complementary Therapies in Clinical Practice 48, pages 101614.
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Li‐Chih Wang, Ji‐Kang Chen & Huang‐Ju Tsai. (2022) Anxiety and Reading Comprehension of Chinese Children with and without Reading Disabilities: The Role of Processing Speed. Learning Disabilities Research & Practice 37:2, pages 113-123.
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Sandra Pellizzoni, Elisa Cargnelutti, Alessandro Cuder & Maria Chiara Passolunghi. (2021) The interplay between math anxiety and working memory on math performance: a longitudinal study. Annals of the New York Academy of Sciences 1510:1, pages 132-144.
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Shelley I. Gray, Roy Levy, Mary Alt, Tiffany P. Hogan & Nelson Cowan. (2022) Working Memory Predicts New Word Learning Over and Above Existing Vocabulary and Nonverbal IQ. Journal of Speech, Language, and Hearing Research 65:3, pages 1044-1069.
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Mark R. Dixon, Dana Paliliunas, Becky F. Barron, Ayla M. Schmick & Caleb R. Stanley. (2019) Randomized Controlled Trial Evaluation of ABA Content on IQ Gains in Children with Autism. Journal of Behavioral Education 30:3, pages 455-477.
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Shervin Assari, Shanika Boyce & Tanja Jovanovic. (2021) Association between Hippocampal Volume and Working Memory in 10,000+ 9–10-Year-Old Children: Sex Differences. Children 8:5, pages 411.
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Linette Lawlor-Savage, Mavis Kusi, Cameron M. Clark & Vina M. Goghari. (2021) No evidence for an effect of a working memory training program on white matter microstructure. Intelligence 86, pages 101541.
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David C. Geary, Mary K. Hoard, Lara Nugent, Zehra E. Ünal & John E. Scofield. (2020) Comorbid Learning Difficulties in Reading and Mathematics: The Role of Intelligence and In-Class Attentive Behavior. Frontiers in Psychology 11.
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Maria Chiara Passolunghi, Chiara De Vita & Sandra Pellizzoni. (2020) Math anxiety and math achievement: The effects of emotional and math strategy training. Developmental Science 23:6.
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Marije D.E. Huijsmans, Tijs Kleemans, Sanne H.G. van der Ven & Evelyn H. Kroesbergen. (2020) The relevance of subtyping children with mathematical learning disabilities. Research in Developmental Disabilities 104, pages 103704.
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Nieves Moyano, Alberto Quílez-Robres & Alejandra Cortés Pascual. (2020) Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity. Sustainability 12:14, pages 5768.
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Enrica Donolato, David Giofrè & Irene C. Mammarella. (2019) Working memory, negative affect and personal assets: How do they relate to mathematics and reading literacy?. PLOS ONE 14:6, pages e0218921.
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Maria Chiara Passolunghi, Elisa Cargnelutti & Sandra Pellizzoni. (2018) The relation between cognitive and emotional factors and arithmetic problem-solving. Educational Studies in Mathematics 100:3, pages 271-290.
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Wolfgang Schneider & Frank Niklas. (2017) Intelligence and Verbal Short-Term Memory/Working Memory: Their Interrelationships from Childhood to Young Adulthood and Their Impact on Academic Achievement. Journal of Intelligence 5:2, pages 26.
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