Effectiveness of a process-based executive function intervention on arithmetic knowledge of children with Developmental Dyscalculia.

Nazari, Somayeh; Hakiminejad, Farnaz; Hassanzadeh, Saeid

Nazari, Somayeh; Hakiminejad, Farnaz; Hassanzadeh, Saeid.

Afiliação

Nazari S; Faculty of Psychology and Special Education, Farhangian University, Iran.
Hakiminejad F; Faculty of Psychology and Special Education, Farhangian University, Iran; Department of psychology and Special Education, University of Tehran, Iran.
Hassanzadeh S; Department of psychology and Special Education, University of Tehran, Iran. Electronic address: shasanz@ut.ac.ir.

Res Dev Disabil ; 127: 104260, 2022 Aug.

Article em En | MEDLINE | ID: mdl-35617846

Assuntos

Discalculia; Deficiências da Aprendizagem; Logro; Criança; Pré-Escolar; Discalculia/psicologia; Função Executiva; Humanos; Masculino; Matemática

Palavras-chave

Arithmetic knowledge; Conceptual arithmetic knowledge; Developmental Dyscalculia; Factual arithmetic knowledge; Intervention; Procedural arithmetic knowledge; Process-based executive function

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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Discalculia / Deficiências da Aprendizagem Limite: Child / Child, preschool / Humans / Male Idioma: En Ano de publicação: 2022 Tipo de documento: Article

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