Non-symbolic approximate arithmetic training improves math performance in preschoolers.

Park, Joonkoo; Bermudez, Vanessa; Roberts, Rachel C; Brannon, Elizabeth M

Park, Joonkoo; Bermudez, Vanessa; Roberts, Rachel C; Brannon, Elizabeth M.

Afiliación

Park J; Department of Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, MA 01003, USA; Commonwealth Honors College, University of Massachusetts Amherst, Amherst, MA 01003, USA. Electronic address: joonkoo@umass.edu.
Bermudez V; Center for Cognitive Neuroscience, Duke University, Durham, NC 27708, USA.
Roberts RC; Center for Cognitive Neuroscience, Duke University, Durham, NC 27708, USA.
Brannon EM; Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104, USA.

J Exp Child Psychol ; 152: 278-293, 2016 12.

Article en En | MEDLINE | ID: mdl-27596808

Asunto(s)

Rendimiento Académico; Matemática; Simbolismo; Atención/fisiología; Preescolar; Femenino; Humanos; Renta; Masculino; Memoria a Corto Plazo/fisiología; Pobreza; Instituciones Académicas; Pensamiento/fisiología

Palabras clave

Approximate number system; Cognitive training; Executive function; Preschool math; Short-term memory; Vocabulary

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Texto completo: 1 Bases de datos: MEDLINE Asunto principal: Simbolismo / Rendimiento Académico / Matemática Tipo de estudio: Clinical_trials / Prognostic_studies Límite: Child, preschool / Female / Humans / Male Idioma: En Revista: J Exp Child Psychol Año: 2016 Tipo del documento: Article

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