Detalhe da pesquisa
1.
Prosocial motives underlie scientific censorship by scientists: A perspective and research agenda.
Proc Natl Acad Sci U S A
; 120(48): e2301642120, 2023 Nov 28.
Artigo
Inglês
| MEDLINE | ID: mdl-37983511
2.
The relation between number line performance and mathematics outcomes: Two meta-analyses.
Dev Sci
; : e13509, 2024 Apr 04.
Artigo
Inglês
| MEDLINE | ID: mdl-38576189
3.
Relative Contributions of g and Basic Domain-Specific Mathematics Skills to Complex Mathematics Competencies.
Intelligence
; 1012023.
Artigo
Inglês
| MEDLINE | ID: mdl-38053742
4.
Gender differences in the pathways to higher education.
Proc Natl Acad Sci U S A
; 117(25): 14073-14076, 2020 06 23.
Artigo
Inglês
| MEDLINE | ID: mdl-32513710
5.
Sex Differences in Developmental Pathways to Mathematical Competence.
J Educ Psychol
; 115(2): 212-228, 2023 Feb.
Artigo
Inglês
| MEDLINE | ID: mdl-36743332
6.
Sex Differences and Similarities in Relations Between Mathematics Achievement, Attitudes, and Anxiety: A Seventh-to-Ninth Grade Longitudinal Study.
J Educ Psychol
; 115(5): 767-782, 2023 Jul.
Artigo
Inglês
| MEDLINE | ID: mdl-37928445
7.
Reply to Darlow and Gray: Censorship is exclusion.
Proc Natl Acad Sci U S A
; 121(21): e2404156121, 2024 May 21.
Artigo
Inglês
| MEDLINE | ID: mdl-38739797
8.
Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes.
J Educ Psychol
; 114(2): 273-288, 2022 Feb.
Artigo
Inglês
| MEDLINE | ID: mdl-35177868
9.
Boys' advantage on the fractions number line is mediated by visuospatial attention: Evidence for a parietal-spatial contribution to number line learning.
Dev Sci
; 24(3): e13063, 2021 05.
Artigo
Inglês
| MEDLINE | ID: mdl-33185311
10.
Boys' visuospatial abilities compensate for their relatively poor in-class attentive behavior in learning mathematics.
J Exp Child Psychol
; 211: 105222, 2021 11.
Artigo
Inglês
| MEDLINE | ID: mdl-34242897
11.
In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement.
J Educ Psychol
; 113(4): 754-769, 2021 May.
Artigo
Inglês
| MEDLINE | ID: mdl-34211237
12.
Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction.
J Educ Psychol
; 113(1): 86-103, 2021 Jan.
Artigo
Inglês
| MEDLINE | ID: mdl-33776137
13.
Mitochondrial Functioning and the Relations among Health, Cognition, and Aging: Where Cell Biology Meets Cognitive Science.
Int J Mol Sci
; 22(7)2021 Mar 30.
Artigo
Inglês
| MEDLINE | ID: mdl-33808109
14.
Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention.
Child Dev
; 91(2): 382-400, 2020 03.
Artigo
Inglês
| MEDLINE | ID: mdl-30358181
15.
Preschool deficits in cardinal knowledge and executive function contribute to longer-term mathematical learning disability.
J Exp Child Psychol
; 188: 104668, 2019 12.
Artigo
Inglês
| MEDLINE | ID: mdl-31430570
16.
Predicting Age of Becoming a Cardinal Principle Knower.
J Educ Psychol
; 111(2): 256-267, 2019 Feb.
Artigo
Inglês
| MEDLINE | ID: mdl-37275456
17.
Sex Differences in Mathematics Anxiety and Attitudes: Concurrent and Longitudinal Relations to Mathematical Competence.
J Educ Psychol
; 111(8): 1447-1461, 2019 Nov.
Artigo
Inglês
| MEDLINE | ID: mdl-31768075
18.
The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education.
Psychol Sci
; 29(4): 581-593, 2018 04.
Artigo
Inglês
| MEDLINE | ID: mdl-29442575
19.
Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System Knowledge.
Psychol Sci
; 29(2): 191-205, 2018 02.
Artigo
Inglês
| MEDLINE | ID: mdl-29185879
20.
Attaching meaning to the number words: contributions of the object tracking and approximate number systems.
Dev Sci
; 21(1)2018 Jan.
Artigo
Inglês
| MEDLINE | ID: mdl-27981702