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N. Paz-Baruch, M. Leikin, J. Aharon-Peretz & R. Leikin. (2014) Speed of information processing in generally gifted and excelling-in-mathematics adolescents. High Ability Studies 25:2, pages 143-167.
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DanielB. Berch. (2008) Working Memory and Mathematical Cognitive Development: Limitations of Limited-Capacity Resource Models. Developmental Neuropsychology 33:3, pages 427-446.
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Michèle
M. M. Mazzocco. (2008) Introduction: Mathematics Ability, Performance, and Achievement. Developmental Neuropsychology 33:3, pages 197-204.
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Articles from other publishers (33)
Paul L. Morgan, Eric Hengyu Hu, George Farkas, Marianne M. Hillemeier, Yoonkyung Oh & Cecelia A. Gloski. (2022) *Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School. Gifted Child Quarterly 67:2, pages 151-172.
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Jenny Yun‐Chen Chan, Maria D. Sera & Michèle M. M. Mazzocco. (2022) Relational language influences young children’s number relation skills. Child Development 93:4, pages 956-972.
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Michal Berkowitz, Peter Edelsbrunner & Elsbeth Stern. (2022) The relation between working memory and mathematics performance among students in math-intensive STEM programs. Intelligence 92, pages 101649.
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Ferhat Dolas, Ulrike Jessner & Gülay Cedden. (2022) Cognitive Advantages of Multilingual Learning on Metalinguistic Awareness, Working Memory and L1 Lexicon Size: Reconceptualization of Linguistic Giftedness from a DMM Perspective. Journal of Cognition 5:1.
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Alexandre Aubry & Béatrice Bourdin. (2021) Alerting, orienting, and executive control in intellectually gifted children. Brain and Behavior 11:8.
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Alexandre Aubry, Corentin Gonthier & Béatrice Bourdin. (2021) Explaining the high working memory capacity of gifted children: Contributions of processing skills and executive control. Acta Psychologica 218, pages 103358.
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Yunfeng He, Hans- Christoph Nuerk, Alexander Derksen, Jiannong Shi, Xinlin Zhou & Krzysztof Cipora. (2020) A gifted SNARC? Directional spatial–numerical associations in gifted children with high-level math skills do not differ from controls. Psychological Research 85:4, pages 1645-1661.
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Lourdes Viana-Sáenz, Sylvia Sastre-Riba, Maria Luz Urraca-Martínez & Juan Botella. (2020) Measurement of Executive Functioning and High Intellectual Ability in Childhood: A Comparative Meta-Analysis. Sustainability 12:11, pages 4796.
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Danielle Evans, Darya Gaysina & Andy P. Field. (2020) Internalizing symptoms and working memory as predictors of mathematical attainment trajectories across the primary–secondary education transition. Royal Society Open Science 7:5, pages 191433.
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Asrafil, H Retnawati & E Retnowati. (2020) The difficulties of students when solving HOTS problem and the description of students cognitive load after given worked example as a feedback. Journal of Physics: Conference Series 1511:1, pages 012092.
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Eric D. Wilkey, Courtney Pollack & Gavin R. Price. (2018) Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number‐Specific Executive Function. Child Development 91:2, pages 596-619.
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I-hsuan Shen, Pei-yi Liu & Chia-ling Chen. (2018) Neural correlates underlying spatial and verbal working memory in children with different mathematics achievement levels: An event-related potential study. International Journal of Psychophysiology 133, pages 149-158.
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Corentin Gonthier, Alexandre Aubry & Béatrice Bourdin. (2017) Measuring working memory capacity in children using adaptive tasks: Example validation of an adaptive complex span. Behavior Research Methods 50:3, pages 910-921.
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Alexandre Aubry & Béatrice Bourdin. (2018) Short Forms of Wechsler Scales Assessing the Intellectually Gifted Children Using Simulation Data. Frontiers in Psychology 9.
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Alice Gomez, Manuela Piazza, Antoinette Jobert, Ghislaine Dehaene-Lambertz & Caroline Huron. (2017) Numerical abilities of school-age children with Developmental Coordination Disorder (DCD): A behavioral and eye-tracking study. Human Movement Science 55, pages 315-326.
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Loel Nicholas Tronsky. (2016) The obligatory activation of practiced complex multiplication facts and what it tells us about models of arithmetic processing. Journal of Numerical Cognition 2:2, pages 140-165.
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Linda Olsson, Rickard Östergren & Ulf Träff. (2016) Developmental dyscalculia: A deficit in the approximate number system or an access deficit?. Cognitive Development 39, pages 154-167.
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Yinghui Lai, Xiaoshuang Zhu, Yinghe Chen & Yanjun Li. (2015) Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties. PLOS ONE 10:6, pages e0130570.
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Carla Sowinski, Jo-Anne LeFevre, Sheri-Lynn Skwarchuk, Deepthi Kamawar, Jeffrey Bisanz & Brenda Smith-Chant. (2015) Refining the quantitative pathway of the Pathways to Mathematics model. Journal of Experimental Child Psychology 131, pages 73-93.
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Peter Gerjets, Carina Walter, Wolfgang Rosenstiel, Martin Bogdan & Thorsten O. Zander. (2014) Cognitive state monitoring and the design of adaptive instruction in digital environments: lessons learned from cognitive workload assessment using a passive brain-computer interface approach. Frontiers in Neuroscience 8.
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Roza Leikin, Nurit Paz-Baruch & Mark Leikin. (2014) Cognitive Characteristics of Students with Superior Performance in Mathematics. Journal of Individual Differences 35:3, pages 119-129.
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Sarah Linsen, Lieven Verschaffel, Bert Reynvoet & Bert De Smedt. (2014) The association between children's numerical magnitude processing and mental multi-digit subtraction. Acta Psychologica 145, pages 75-83.
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Mark Leikin, Nurit Paz-Baruch & Roza Leikin. (2013) Memory abilities in generally gifted and excelling-in-mathematics adolescents. Intelligence 41:5, pages 566-578.
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Tracy Packiam Alloway & Miquela Elsworth. (2012) An investigation of cognitive skills and behavior in high ability students. Learning and Individual Differences 22:6, pages 891-895.
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Michèle M. M. Mazzocco, Lisa Feigenson & Justin Halberda. (2011) Impaired Acuity of the Approximate Number System Underlies Mathematical Learning Disability (Dyscalculia). Child Development 82:4, pages 1224-1237.
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Leonard F. Koziol, Deborah Ely Budding & Dana Chidekel. (2010) Adaptation, Expertise, and Giftedness: Towards an Understanding of Cortical, Subcortical, and Cerebellar Network Contributions. The Cerebellum 9:4, pages 499-529.
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M.L. Meyer, V.N. Salimpoor, S.S. Wu, D.C. Geary & V. Menon. (2010) Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders. Learning and Individual Differences 20:2, pages 101-109.
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Ismail Hj Raduan. (2010) Error analysis and the corresponding cognitive activities committed by year five primary students in solving mathematical word problems. Procedia - Social and Behavioral Sciences 2:2, pages 3836-3838.
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