Članki z zahtevami za javni dostop - Mary K. HoardVeč o tem
Na voljo nekje: 24
Mathematical cognition deficits in children with learning disabilities and persistent low achievement: a five-year prospective study.
DC Geary, MK Hoard, L Nugent, DH Bailey
Journal of educational psychology 104 (1), 206, 2012
Zahteve: US National Institutes of Health
Development of number line representations in children with mathematical learning disability
DC Geary, MK Hoard, L Nugent, J Byrd-Craven
Developmental neuropsychology 33 (3), 277-299, 2008
Zahteve: US National Institutes of Health
Adolescents’ functional numeracy is predicted by their school entry number system knowledge
DC Geary, MK Hoard, L Nugent, DH Bailey
PloS one 8 (1), e54651, 2013
Zahteve: US National Institutes of Health
Competence with fractions predicts gains in mathematics achievement
DH Bailey, MK Hoard, L Nugent, DC Geary
Journal of experimental child psychology 113 (3), 447-455, 2012
Zahteve: US National Institutes of Health
Predicting mathematical achievement and mathematical learning disability with a simple screening tool: The number sets test
DC Geary, DH Bailey, MK Hoard
Journal of psychoeducational assessment 27 (3), 265-279, 2009
Zahteve: US National Institutes of Health
First-grade predictors of mathematical learning disability: A latent class trajectory analysis
DC Geary, DH Bailey, A Littlefield, P Wood, MK Hoard, L Nugent
Cognitive development 24 (4), 411-429, 2009
Zahteve: US National Institutes of Health
Fact retrieval deficits in low achieving children and children with mathematical learning disability
DC Geary, MK Hoard, DH Bailey
Journal of learning disabilities 45 (4), 291-307, 2012
Zahteve: US National Institutes of Health
Early conceptual understanding of cardinality predicts superior school-entry number-system knowledge
DC Geary, K vanMarle, FW Chu, J Rouder, MK Hoard, L Nugent
Psychological science 29 (2), 191-205, 2018
Zahteve: US National Science Foundation
Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems
DC Geary, MK Hoard, L Nugent
Journal of Experimental Child Psychology 113 (1), 49-65, 2012
Zahteve: US National Institutes of Health
Mathematical cognition in intellectually precocious first graders
MK Hoard, DC Geary, J Byrd-Craven, L Nugent
Developmental neuropsychology 33 (3), 251-276, 2008
Zahteve: US National Institutes of Health
Sex differences in mathematics anxiety and attitudes: Concurrent and longitudinal relations to mathematical competence.
DC Geary, MK Hoard, L Nugent, F Chu, JE Scofield, D Ferguson Hibbard
Journal of educational psychology 111 (8), 1447, 2019
Zahteve: US National Science Foundation, US National Institutes of Health
Individual differences in algebraic cognition: Relation to the approximate number and semantic memory systems
DC Geary, MK Hoard, L Nugent, JN Rouder
Journal of experimental child psychology 140, 211-227, 2015
Zahteve: US National Institutes of Health
In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents’ mathematics achievement.
DC Geary, MK Hoard, L Nugent, JE Scofield
Journal of educational psychology 113 (4), 754, 2021
Zahteve: US National Science Foundation, US National Institutes of Health
Predicting age of becoming a cardinal principle knower.
DC Geary, K Vanmarle, FW Chu, MK Hoard, L Nugent
Journal of Educational Psychology 111 (2), 256, 2019
Zahteve: US National Science Foundation, US National Institutes of Health
Developmental foundations of children’s fraction magnitude knowledge
Y Mou, Y Li, MK Hoard, LD Nugent, FW Chu, JN Rouder, DC Geary
Cognitive development 39, 141-153, 2016
Zahteve: US National Science Foundation, US National Institutes of Health
Preschool deficits in cardinal knowledge and executive function contribute to longer-term mathematical learning disability
FW Chu, MK Hoard, L Nugent, JE Scofield, DC Geary
Journal of Experimental Child Psychology 188, 104668, 2019
Zahteve: US National Science Foundation
Comorbid learning difficulties in reading and mathematics: The role of intelligence and in-class attentive behavior
DC Geary, MK Hoard, L Nugent, ZE Ünal, JE Scofield
Frontiers in Psychology 11, 572099, 2020
Zahteve: US National Science Foundation, US National Institutes of Health
Boys’ advantage on the fractions number line is mediated by visuospatial attention: Evidence for a parietal‐spatial contribution to number line learning
DC Geary, JE Scofield, MK Hoard, L Nugent
Developmental Science 24 (3), e13063, 2021
Zahteve: US National Science Foundation, US National Institutes of Health
Boys’ visuospatial abilities compensate for their relatively poor in-class attentive behavior in learning mathematics
DC Geary, MK Hoard, L Nugent
Journal of experimental child psychology 211, 105222, 2021
Zahteve: US National Science Foundation, US National Institutes of Health
Sex differences in developmental pathways to mathematical competence.
DC Geary, MK Hoard, L Nugent, ZE Ünal
Journal of educational psychology 115 (2), 212, 2023
Zahteve: US National Science Foundation, US National Institutes of Health
Podatke o objavi in financiranju samodejno določi računalniški program