Inhibition, friend or foe? Cognitive inhibition as a moderator between mathematical ability and mathematical creativity in primary school students

Autor: Stolte, Marije, Kroesbergen, Evelyn H., Van Luit, Johannes E.h., Leerstoel Luit, Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities

Publikováno v: Personality and Individual Differences, 142, 196. Elsevier BV
Personality and Individual Differences, 142, pp. 196-201
Personality and Individual Differences, 142, 196-201

Contains fulltext : 201969.pdf (Publisher’s version ) (Closed access) It is still unclear which cognitive factors stand at the base of mathematical creativity. One factor could be inhibition, but results are inconsistent. A possible explanation is

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::16e3193fee1062df3fa33a20abc9f78d
https://doi.org/10.1016/j.paid.2018.08.024

Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties

Autor: Donker, Monika, Kroesbergen, Evelyn, Slot, Esther, Van Viersen, Sietske, De Bree, Elise, Leerstoel van Gog, Leerstoel Leseman, Leerstoel van Tartwijk, Leerstoel Luit, Education and Learning: Development in Interaction, Adolescent development: Characteristics and determinants, Education and Learning: Cognitive and Motor Disabilities

Publikováno v: Learning and Individual Differences, 47, 80-87. Elsevier
Learning and Individual Differences, 47, 80. JAI (Elsevier)

Although poor Rapid Automatized Naming (RAN) is a risk factor for reading and/or spelling difficulties (RSD) as well as for mathematical difficulties (MD), many questions surround this relationship. The main objective of the present study was to obta

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a50d27f742a5a7359592d71dc4a110da
https://doi.org/10.1016/j.lindif.2015.12.011

Counting and Number Line Trainings in Kindergarten: Effects on Arithmetic Performance and Number Sense

Autor: Friso-van Den Bos, Ilona, Kroesbergen, Evelyn H., van Luit, J.E.H., Leerstoel Leseman, Leerstoel Luit, Education and Learning: Cognitive and Motor Disabilities

Publikováno v: Frontiers in Psychology, 9
Frontiers in Psychology, Vol 9 (2018)
Frontiers in Psychology, 9. Frontiers Media S.A.
Frontiers in Psychology

Contains fulltext : 192025.pdf (Publisher’s version ) (Open Access) Children's early numerical capacities form the building blocks for later arithmetic proficiency. Linear number placements and counting skills are indicative of mapping, as an impor

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9fdc0aaec6a0b6ca58b4de96218b2c6a
https://doi.org/10.3389/fpsyg.2018.00975

Associative Cognitive Factors of Math Problems in Students Diagnosed With Developmental Dyscalculia

Autor: Van Luit, Johannes Erik Harold, Toll, Sylke Wilhelmina Maria, Leerstoel Luit, Education and Learning: Cognitive and Motor Disabilities

Publikováno v: Frontiers in Psychology, 9. Frontiers Media S.A.
Frontiers in Psychology, Vol 9 (2018)
Frontiers in Psychology

The Dutch protocol, ‘Dyscalculia: Diagnostics for Behavioral Professionals’ (DDBP protocol; Van Luit et al., 2014), describes how behavioral experts can examine whether a student has developmental dyscalculia (DD), based on three criteria: severi

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4be88d83d6f9efeb352068530ac3fc10
https://hdl.handle.net/1874/374055

Longitudinal development of number line estimation and mathematics performance in primary school children

Autor: Friso - van den Bos, Ilona, Kroesbergen, Evelyn, van Luit, Hans, Xenidou-Dervou, Iro, Jonkman, Lisa M., Van der Schoot, Menno, Van Lieshout, Ernest C. D. M., Leerstoel Luit, Sub Algemeen Freudenthal Institute, Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities

Publikováno v: Friso-van den Bos, I, Kroesbergen, E H, van Luit, J E H, Xenidou-Dervou, I, Jonkman, L M, van der Schoot, M & van Lieshout, E C D M 2015, ' Longitudinal development of number line estimation and mathematics performance in primary school children ', Journal of Experimental Child Psychology, vol. 134, pp. 12-29 . https://doi.org/10.1016/j.jecp.2015.02.002
Journal of Experimental Child Psychology, 134, 12. Academic Press Inc.
Journal of Experimental Child Psychology, 134, 12-29. Elsevier
Journal of Experimental Child Psychology, 134, 12-29. Elsevier Science

Children's ability to relate number to a continuous quantity abstraction visualized as a number line is widely accepted to be predictive of mathematics achievement. However, a debate has emerged with respect to how children's placements are distribut

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fe235dddf74ac2de31b3f1081c9bacd1
https://doi.org/10.1016/j.jecp.2015.02.002