Improving number abilities in low achieving preschoolers: Symbolic versus non-symbolic training programs.

Van Herwegen, Jo; Costa, Hiwet Mariam; Nicholson, Bethany; Donlan, Chris

Van Herwegen, Jo; Costa, Hiwet Mariam; Nicholson, Bethany; Donlan, Chris.

Afiliação

Van Herwegen J; Department of Psychology, Kingston University, London, UK. Electronic address: J.vanherwegen@kingston.ac.uk.
Costa HM; Department of Psychology, Kingston University, London, UK.
Nicholson B; Department of Psychology, Kingston University, London, UK.
Donlan C; Department of Language and Cognition, University College, London, UK.

Res Dev Disabil ; 77: 1-11, 2018 Jun.

Article em En | MEDLINE | ID: mdl-29614401

Assuntos

Cognição; Matemática/educação; Ensino; Sucesso Acadêmico; Pré-Escolar; Feminino; Humanos; Masculino

Palavras-chave

Approximate number sense; Intervention; Low-achievers; Preschoolers; Symbolic knowledge

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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Ensino / Cognição / Matemática Tipo de estudo: Clinical_trials Limite: Child, preschool / Female / Humans / Male Idioma: En Ano de publicação: 2018 Tipo de documento: Article

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