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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 Hits 81 – 100 of 140 81 Effects of dense code-switching on executive control Hofweber, Julia; Marinis, Theodoros; Treffers-Daller, Jeanine In: Linguistic Approaches to Bilingualism ; 6 (2016), 5. - S. 648-668. - ISSN 1879-9264. - eISSN 1879-9272 (2016) BASE Show details 82 Language and thought are not the same thing: evidence from neuroimaging and neurological patients Fedorenko, E; Varley, R In: Annals of the New York Academy of Sciences , 1369 pp. 132-153. (2016) (2016) BASE Show details 83 Teacher’s Discourse in the Classroom and the Development of Children’s Cognitive Skills ; El discurso del profesor en el aula y el desarrollo de las habilidades cognitivas en los niños Salmon, Angela K.. - : Asociación Científica de Psicología y Educación (ACIPE), 2016 BASE Show details 84 Correlação entre fatores de experiência linguística bilíngue e controle inibitório Koch, Rodrigo Alan. - 2016 BASE Show details 85 The bilingual advantage in the language processing domain : evidence from the Verbal Fluency Task Pino Escobar, Gloria (S32245); Kalashnikova, Marina (R17600); Escudero, Paola (R16636). - : Canberra, A.C.T., Australian Speech Science & Technology Association, 2016 BASE Show details 86 Partly segregated cortico-subcortical pathways support phonologic and semantic verbal fluency: A lesion study. Chouiter, L.; Holmberg, J.; Manuel, A.L.... In: Neuroscience, vol. 329, pp. 275-283 (2016) BASE Show details 87 Tuning the mind: Exploring the connections between musical ability and executive functions Slevc, L. Robert; Davey, Nicholas S.; Buschkuehl, Martin. - : Elsevier, 2016 BASE Show details 88 Culture and Cognition : The Relationship between Self- Construals and Cognitive Fluency Medina Luis D.. - : eScholarship, University of California, 2015 In: Medina Luis D.(2015). Culture and Cognition : The Relationship between Self- Construals and Cognitive Fluency. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/36z392sr (2015) BASE Show details 89 Different Patterns of Theory of Mind Impairment in Mild Cognitive Impairment Moreau, Noémie; Rauzy, Stéphane; Bonnefoi, Bernadette... In: ISSN: 1387-2877 ; Journal of Alzheimer's Disease ; https://hal.archives-ouvertes.fr/hal-01485318 ; Journal of Alzheimer's Disease, IOS Press, 2015, Vol. 45, pp.581-597. ⟨10.3233/JAD-143021⟩ (2015) BASE Show details 90 心の理論・実行機能の観点からみた認知的・言語的柔軟性課題の検討 (中間報告） 久津木 文; Aya KUTSUKI In: http://www.coder.or.jp/ (2015) BASE Show details 91 Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability? Julian Elliott; Wilma Resing In: Journal of Intelligence ; Volume 3 ; Issue 4 ; Pages 137-157 (2015) BASE Show details 92 Academic Achievement of Latino Emerging Adults: The Role of Language Brokering, Executive Functions, and Language Proficiency Flores, Valerie Christina In: Dissertations (2015) BASE Show details 93 Cognitive markers of preschoolers’ math competence Gray, Sarah Ann. - 2015 Abstract: © 2015 Dr. Sarah Ann Gray ; Identifying the cognitive markers of preschoolers’ math competence would contribute to a theoretical framework for understanding early math development. A range of number- specific (e.g., dot enumeration, magnitude comparison, spontaneous focusing on numerosity) and general cognitive (e.g., executive functions, vocabulary) abilities have been linked to math processing in young children; albeit to date, these cognitive markers have not been examined in combination, making it difficult to interpret their relative contributions to early math. The research reported in this thesis investigated the associations between number- specific and general cognitive abilities and the math abilities of preschoolers, to provide a unified account of the cognitive markers of emerging math competence. Study 1 (n = 78, 42 to 57 month olds) examined the importance of dot enumeration indices for predicting preschoolers’ math. Children completed dot enumeration, working memory, response inhibition, and non-verbal addition and subtraction tasks. Preschoolers’ dot enumeration efficiency predicted arithmetic competence over and above executive functions; while a weak subitizing profile (small subitizing range and steep subitizing slope) was also shown to have some diagnostic significance. Study 2 (n = 125, 40 to 64 month olds) examined whether different number-specific and general cognitive markers are associated with different preschool math abilities. Children completed dot enumeration, magnitude comparison, response inhibition, working memory, vocabulary and nine math tasks. Confirmatory factor analysis identified three preschool math components (counting, number relations, and arithmetic); and structural equation modeling found that dot enumeration speed and accuracy were associated with all three math factors. Magnitude comparison accuracy was also associated with counting, and response inhibition and vocabulary were associated with arithmetic. Study 3 (n = 103, 40 to 60 month olds) used three-step latent profile analysis to identify different patterns of strength and weakness in preschoolers’ math skills and their cognitive correlates. Children completed dot enumeration, magnitude comparison, spontaneous focusing on numerosity, working memory, response inhibition, attention, vocabulary and six math tasks. Five distinct math ability profiles were identified; dot enumeration and spontaneous focusing on numerosity abilities were associated with both strong and weak math profiles, while good vocabulary ability distinguished children with excellent math competence. Together, the findings of the research provide new insights into the cognitive processes that may underlie early math processing, suggesting that there is no single cognitive marker of early math competence. Overall however, number-specific markers (in particular, dot enumeration and spontaneous focusing on numerosity) were shown to be better markers of preschool math competence than general cognitive markers. Keyword: cognitive markers; core number abilities; executive functions; math competence; preschool; spontaneous focusing on numerosity; vocabulary URL: http://hdl.handle.net/11343/57511 BASE Hide details 94 Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls Moll, K; Snowling, MJ; Goebel, SM... In: LEARNING AND INSTRUCTION , 38 pp. 53-62. (2015) (2015) BASE Show details 95 Mehrsprachigkeit - ein Schutz vor Demenz Longo, Gina Mahaut. - 2015 BASE Show details 96 Bilingualism Does Not Alter Cognitive Decline or Dementia Risk among Spanish-Speaking Immigrants Zahodne, Laura B.; Schofield, Peter R. W.; Farrell, Meagan T.. - 2014 BASE Show details 97 Successive bilingualism and executive functions: The effect of second language use on inhibitory control in a behavioural Stroop Colour Word task Heidlmayr, Karin; Moutier, Sylvain; Hemforth, Barbara... In: ISSN: 1366-7289 ; EISSN: 1469-1841 ; Bilingualism: Language and Cognition ; https://hal.archives-ouvertes.fr/hal-01100697 ; Bilingualism: Language and Cognition, Cambridge University Press (CUP), 2014, 17 (03), pp.630-645. ⟨10.1017/S1366728913000539⟩ (2014) BASE Show details 98 Bilingualism Does Not Alter Cognitive Decline or Dementia Risk among Spanish-Speaking Immigrants ... Zahodne, Laura B.; Schofield, Peter R. W.; Farrell, Meagan T.. - : Columbia University, 2014 BASE Show details 99 Διερεύνηση των εκτελεστικών λειτουργιών και της εργαζόμενης μνήμης σε ενήλικες έλληνες μονόγλωσσους και γλωσσομαθείς.: ... Πιπεροπούλου, Μαρία Αθανασίου. - : Aristotle University of Thessaloniki, 2014 BASE Show details 100 Early language variation and working memory: A longitudinal study of late talkers and typically developing children ... Newbury, Jayne Margaret. - : University of Canterbury. Department of Communication Disorders, 2014 BASE Show details Page: 1 2 3 4 5 6 7

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