Zobrazeno 1 - 10
of 54
pro vyhledávání: '"Lucy Cragg"'
Publikováno v:
PLoS ONE, Vol 18, Iss 11, p e0291796 (2023)
Algebra and geometry are important components of mathematics that are often considered gatekeepers for future success. However, most studies that have researched the cognitive skills required for success in mathematics have only considered the domain
Externí odkaz:
https://doaj.org/article/ae12d8fc1e57463b92ab67aaf4c12655
Publikováno v:
Acta Psychologica, Vol 228, Iss , Pp 103611- (2022)
Adults are known to have developed the ability to selectively focus their attention in a goal-driven (endogenous) manner but it is less clear at what stage in development (5–6 & 9–11 years) children can endogenously control their attention and wh
Externí odkaz:
https://doaj.org/article/30b85111186245308ab6768e69111239
Publikováno v:
Journal of Numerical Cognition, Vol 5, Iss 2, Pp 189-219 (2019)
Previous research has demonstrated that working memory performance is linked to mathematics achievement. Most previous studies have involved children and arithmetic rather than more advanced forms of mathematics. This study compared the performance o
Externí odkaz:
https://doaj.org/article/9a8d3b6840e0456fb7d1fca4321e3261
Publikováno v:
Journal of Numerical Cognition, Vol 3, Iss 2, Pp 400-416 (2017)
Large individual differences in children’s mathematics achievement are observed from the start of schooling. Previous research has identified three cognitive skills that are independent predictors of mathematics achievement: procedural skill, conce
Externí odkaz:
https://doaj.org/article/113ac405709c452eae726ee0cfc9d9f1
Autor:
Samantha Johnson, Deborah Bamber, Vasiliki Bountziouka, Sarah Clayton, Lucy Cragg, Camilla Gilmore, Rose Griffiths, Victoria Simms, Heather J Wharrad
Publikováno v:
BMJ Open, Vol 9, Iss 6 (2019)
ObjectivesChildren born preterm are at higher risk for special educational needs and poor academic attainment compared with term-born peers, yet education professionals receive limited training and have poor knowledge of preterm birth. We have develo
Externí odkaz:
https://doaj.org/article/3685c5e3291f4fcd9e90a48922a2d940
Autor:
Samantha Johnson, Deborah Bamber, Vasiliki Bountziouka, Sarah Clayton, Lucy Cragg, Camilla Gilmore, Rose Griffiths, Victoria Simms, Heather J Wharrad
Publikováno v:
BMJ Open, Vol 9, Iss 6 (2019)
Externí odkaz:
https://doaj.org/article/d614bce7558a4e7d889b20b336429707
Autor:
Camilla Gilmore, Sarah Clayton, Lucy Cragg, Clare McKeaveney, Victoria Simms, Samantha Johnson
Publikováno v:
PLoS ONE, Vol 13, Iss 9, p e0201724 (2018)
A large body of research has identified cognitive skills associated with overall mathematics achievement, focusing primarily on identifying associates of procedural skills. Conceptual understanding, however, has received less attention, despite its i
Externí odkaz:
https://doaj.org/article/3745d7db7dfb4a9393b827c460e6042e
Publikováno v:
PLoS ONE, Vol 12, Iss 12, p e0188693 (2017)
Our ability to perform arithmetic relies heavily on working memory, the manipulation and maintenance of information in mind. Previous research has found that in adults, procedural strategies, particularly counting, rely on working memory to a greater
Externí odkaz:
https://doaj.org/article/88870137a79f4293b1b6ad2e1ccfac48
Autor:
Camilla Gilmore, Nina Attridge, Sarah Clayton, Lucy Cragg, Samantha Johnson, Neil Marlow, Victoria Simms, Matthew Inglis
Publikováno v:
PLoS ONE, Vol 8, Iss 6, p e67374 (2013)
Given the well-documented failings in mathematics education in many Western societies, there has been an increased interest in understanding the cognitive underpinnings of mathematical achievement. Recent research has proposed the existence of an App
Externí odkaz:
https://doaj.org/article/0f6dde518a89491cbbcd327e84c60d5f
Autor:
Camilla Gilmore, Sarah Clayton, Rebecca Spong, Victoria Simms, Neil Marlow, Samantha Johnson, Lucy Cragg
Publikováno v:
Child Neuropsychology. 28:82-98
Children born very preterm (VP;32 weeks' gestation) have poorer mathematics achievement than term-born peers. This study aimed to determine whether VP children's mathematics difficulties persist from primary to secondary school and to explore the nat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::334958fba9181b1bfd86fa9ccd11c955
https://doi.org/10.1080/09297049.2021.1955847
https://doi.org/10.1080/09297049.2021.1955847