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Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study
The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8(th) grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects and domain-spec...
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| 出版年: | J Educ Psychol |
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| 主要な著者: | , , , |
| フォーマット: | Artigo |
| 言語: | Inglês |
| 出版事項: |
2017
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| 主題: | |
| オンライン･アクセス: | https://ncbi.nlm.nih.gov/pmc/articles/PMC5542417/ https://ncbi.nlm.nih.gov/pubmed/28781382 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1037/edu0000159 |
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