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Individual differences in kindergarten math achievement: The integrative roles of approximation skills and working memory

https://doi.org/10.1016/j.lindif.2013.09.012
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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A Scaled Difference Chi-Square Test Statistic for Moment Structure Analysis
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Influences of problem format and SES on preschoolers’ understanding of approximate addition
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Non-symbolic arithmetic in adults and young children
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One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles
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Calibrating the mental number line
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Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling
inferredcites →https://doi.org/10.1016/j.cognition.2010.03.012openalex-snapshot
Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia
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Working memory, short-term memory, and naming speed as predictors of children's mathematical performance
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Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability
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Representation and working memory in early arithmetic
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Children’s mapping between symbolic and nonsymbolic representations of number
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Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties
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Different components of working memory have different relationships with different mathematical skills
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The involvement of working memory in children’s exact and approximate mental addition
inferredcites →https://doi.org/10.1016/j.lindif.2009.10.005openalex-snapshot
Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches
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Nonsymbolic, approximate arithmetic in children: Abstract addition prior to instruction.
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Individual differences in non-verbal number acuity correlate with maths achievement
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Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years
inferredcites →https://doi.org/10.1093/acprof:oso/9780195326598.001.0001openalex-snapshot
Primate Neuroethology
inferredcites →https://doi.org/10.1097/dbp.0b013e318209edefopenalex-snapshot
Consequences, Characteristics, and Causes of Mathematical Learning Disabilities and Persistent Low Achievement in Mathematics
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inferredcites →https://doi.org/10.1111/1468-0017.00154openalex-snapshot
Précis of The Number Sense
inferredcites →https://doi.org/10.1111/cogs.12053openalex-snapshot
Working Memory in Nonsymbolic Approximate Arithmetic Processing: A Dual‐Task Study With Preschoolers
inferredcites →https://doi.org/10.1111/j.1467-7687.2011.01080.xopenalex-snapshot
Preschool acuity of the approximate number system correlates with school math ability
inferredcites →https://doi.org/10.1111/j.1467-8624.2006.00968.xopenalex-snapshot
Verbal and Visuospatial Short-Term and Working Memory in Children: Are They Separable?
inferredcites →https://doi.org/10.1111/j.1469-7610.2008.02031.xopenalex-snapshot
Arithmetic difficulties in children with cerebral palsy are related to executive function and working memory
inferredcites →https://doi.org/10.1111/j.2044-835x.2011.02048.xopenalex-snapshot
Association between basic numerical abilities and mathematics achievement
inferredcites →https://doi.org/10.1177/0022219410387302openalex-snapshot
Executive Functions as Predictors of Math Learning Disabilities
inferredcites →https://doi.org/10.1214/aos/1176344136openalex-snapshot
Estimating the Dimension of a Model
inferredcites →https://doi.org/10.1371/journal.pone.0023749openalex-snapshot
Preschoolers' Precision of the Approximate Number System Predicts Later School Mathematics Performance
inferredcites →https://doi.org/10.15353/cgjsc.v1i1.3787openalex-snapshot
Principles and Practice of Structural Equation Modeling
inferredcites →https://doi.org/10.2139/ssrn.199064openalex-snapshot
A Scaled Difference Chi-Square Test Statistic for Moment Structure Analysis
inferredcites →https://doi.org/10.2307/2988418openalex-snapshot
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inferredcites →https://doi.org/10.23668/psycharchives.12784openalex-snapshot
Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures
inferredcites →https://doi.org/10.3389/fnhum.2011.00165openalex-snapshot
Developmental Changes in the Profiles of Dyscalculia: An Explanation Based on a Double Exact-and-Approximate Number Representation Model
inferredcites →https://doi.org/10.4324/9780203998045openalex-snapshot
The Handbook of Mathematical Cognition
inferredcites →https://doi.org/10.4324/9780203998045.ch21openalex-snapshot
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inferredcites →https://doi.org/10.53841/bpsecp.2003.20.3.93openalex-snapshot
The effects of phonological and visual-spatial interference on children’s arithmetical performance
inferredcites →https://doi.org/10.5860/choice.35-4185openalex-snapshot
The number sense: how the mind creates mathematics

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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