On the public citation graph
Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study.
0 signed · 889 inferred · view as graph
Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.
Is this your work? Sign in with ORCID and put your name on the
claims that are yours.
Reference health. See whether every reference in this work resolves to a
known work and none has been retracted — and get a dated CiteStamped
badge you can embed.
What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/9781118660584.ese2519openalex-snapshot
Wechsler Abbreviated Scale of Intelligence
inferredcites →https://doi.org/10.1006/jecp.1996.2358openalex-snapshot
Children's Arithmetical Difficulties: Contributions from Processing Speed, Item Identification, and Short-Term Memory
inferredcites →https://doi.org/10.1006/jecp.1999.2516openalex-snapshot
Working Memory Impairments in Children with Specific Arithmetic Learning Difficulties
inferredcites →https://doi.org/10.1006/jecp.2000.2587openalex-snapshot
Mathematical Problem Solving and Working Memory in Children with Learning Disabilities: Both Executive and Phonological Processes Are Important
inferredcites →https://doi.org/10.1006/jecp.2000.2594openalex-snapshot
Sex Differences in Spatial Cognition, Computational Fluency, and Arithmetical Reasoning
inferredcites →https://doi.org/10.1007/s11881-003-0011-7openalex-snapshot
Complexities in identifying and defining mathematics learning disability in the primary school-age years
inferredcites →https://doi.org/10.1016/0010-0277(83)90014-8openalex-snapshot
Preschoolers' counting: Principles before skill
inferredcites →https://doi.org/10.1016/0010-0277(90)90001-zopenalex-snapshot
Numerical abstraction by human infants
inferredcites →https://doi.org/10.1016/0010-0277(92)90034-fopenalex-snapshot
The early development of numerical reasoning
inferredcites →https://doi.org/10.1016/0010-0277(92)90050-ropenalex-snapshot
Preverbal and verbal counting and computation
inferredcites →https://doi.org/10.1016/0022-0965(90)90065-gopenalex-snapshot
A componential analysis of an early learning deficit in mathematics
inferredcites →https://doi.org/10.1016/0022-0965(92)90026-3openalex-snapshot
Counting knowledge and skill in cognitive addition: A comparison of normal and mathematically disabled children
inferredcites →https://doi.org/10.1016/0028-3932(76)90075-0openalex-snapshot
Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities
inferredcites →https://doi.org/10.1016/0160-2896(95)90031-4openalex-snapshot
The role of working memory capacity and general control processes in intelligence
inferredcites →https://doi.org/10.1016/0378-3782(86)90107-6openalex-snapshot
Origins of cognitive skills
inferredcites →https://doi.org/10.1016/b978-012058570-0/50008-2openalex-snapshot
Wechsler Individual Achievement Test
inferredcites →https://doi.org/10.1016/c2009-0-62209-1openalex-snapshot
The Psychology of Learning and Motivation: Advances in Research and Theory
inferredcites →https://doi.org/10.1016/j.cogdev.2006.09.001openalex-snapshot
The precursors of mathematics learning: Working memory, phonological ability and numerical competence
inferredcites →https://doi.org/10.1016/j.cognition.2003.11.004openalex-snapshot
Developmental dyscalculia and basic numerical capacities: a study of 8?9-year-old students
inferredcites →https://doi.org/10.1016/j.cognition.2006.01.005openalex-snapshot
Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing
inferredcites →https://doi.org/10.1016/j.intell.2005.05.002openalex-snapshot
‘Generalist genes’ and mathematics in 7-year-old twins
inferredcites →https://doi.org/10.1016/j.intell.2006.02.001openalex-snapshot
Intelligence and educational achievement
inferredcites →https://doi.org/10.1016/j.intell.2009.05.006openalex-snapshot
Genetic and environmental transactions underlying educational attainment
inferredcites →https://doi.org/10.1016/j.jecp.2004.03.002openalex-snapshot
Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability
inferredcites →https://doi.org/10.1016/j.jecp.2005.11.002openalex-snapshot
What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2
inferredcites →https://doi.org/10.1016/j.jecp.2009.01.004openalex-snapshot
Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade
inferredcites →https://doi.org/10.1016/j.jecp.2009.03.009openalex-snapshot
Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study
inferredcites →https://doi.org/10.1016/j.lindif.2005.12.001openalex-snapshot
A longitudinal analysis of sex differences in math and spatial skills in primary school age children
inferredcites →https://doi.org/10.1016/s0010-0277(02)00008-2openalex-snapshot
Enumeration of collective entities by 5-month-old infants
inferredcites →https://doi.org/10.1016/s0010-0277(99)00066-9openalex-snapshot
Large number discrimination in 6-month-old infants
inferredcites →https://doi.org/10.1016/s0022-0965(05)80005-0openalex-snapshot
Development of calculation abilities in young children
inferredcites →https://doi.org/10.1016/s0160-2896(01)00062-9openalex-snapshot
Reaction times and intelligence differences A population-based cohort study
inferredcites →https://doi.org/10.1016/s0160-2896(01)00096-4openalex-snapshot
A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence
inferredcites →https://doi.org/10.1016/s0160-2896(02)00189-7openalex-snapshot
IQ, reaction time and the differentiation hypothesis
inferredcites →https://doi.org/10.1016/s0160-2896(05)80012-1openalex-snapshot
Reasoning ability is (little more than) working-memory capacity?!
inferredcites →https://doi.org/10.1016/s0160-2896(97)90014-3openalex-snapshot
Why g matters: The complexity of everyday life
inferredcites →https://doi.org/10.1016/s0160-2896(99)00025-2openalex-snapshot
Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: does the executive system have a role?11The research was supported by Peloy Endowment Funds awarded by the first author. This work is truly a collaborative endeavor. First…
inferredcites →https://doi.org/10.1017/s0140525x00042400openalex-snapshot
Sexual selection and sex differences in mathematical abilities
inferredcites →https://doi.org/10.1023/a:1007932721290openalex-snapshot
Distinctive patterns of relationship of phonological awareness and working memory with reading development
inferredcites →https://doi.org/10.1037//0012-1649.20.4.607openalex-snapshot
A featural analysis of preschoolers' counting knowledge.
inferredcites →https://doi.org/10.1037//0022-0663.68.4.377openalex-snapshot
Longitudinal study of individual differences in cognitive development and scholastic achievement.
inferredcites →https://doi.org/10.1037//0022-0663.76.6.1359openalex-snapshot
Sex differences in problem solving.
inferredcites →https://doi.org/10.1037//0022-0663.81.4.521openalex-snapshot
Training students to represent arithmetic word problems.
inferredcites →https://doi.org/10.1037/0012-1649.41.6.189openalex-snapshot
Developmental and individual differences in pure numerical estimation.
inferredcites →https://doi.org/10.1037/0012-1649.43.6.1428openalex-snapshot
School readiness and later achievement.
inferredcites →https://doi.org/10.1037/0022-0663.100.2.343openalex-snapshot
Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties.
inferredcites →https://doi.org/10.1037/0022-0663.83.1.48openalex-snapshot
Differential enhancement of working memory with mathematical versus verbal precocity.
inferredcites →https://doi.org/10.1037/0022-0663.98.1.29openalex-snapshot
The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems.
inferredcites →https://doi.org/10.1037/0033-2909.101.2.192openalex-snapshot
The nature of phonological processing and its causal role in the acquisition of reading skills.
inferredcites →https://doi.org/10.1037/0033-2909.114.2.345openalex-snapshot
Mathematical disabilities: Cognitive, neuropsychological, and genetic components.
inferredcites →https://doi.org/10.1037/0033-2909.131.1.30openalex-snapshot
Working Memory and Intelligence: The Same or Different Constructs?
inferredcites →https://doi.org/10.1037/0033-295x.105.1.158openalex-snapshot
The phonological loop as a language learning device.
inferredcites →https://doi.org/10.1037/0096-3445.116.3.250openalex-snapshot
The perils of averaging data over strategies: An example from children's addition.
inferredcites →https://doi.org/10.1037/0096-3445.128.3.309openalex-snapshot
Working memory, short-term memory, and general fluid intelligence: A latent-variable approach.
inferredcites →https://doi.org/10.1037/10163-000openalex-snapshot
Children's mathematical development: Research and practical applications.
inferredcites →https://doi.org/10.1037/1045-3830.23.2.187openalex-snapshot
Effects of general and broad cognitive abilities on mathematics achievement.
inferredcites →https://doi.org/10.1037/10871-000openalex-snapshot
The origin of mind: Evolution of brain, cognition, and general intelligence.
inferredcites →https://doi.org/10.1037/a0012682openalex-snapshot
Developmental change in the acuity of the "number sense": The approximate number system in 3-, 4-, 5-, and 6-year-olds and adults.
inferredcites →https://doi.org/10.1037/a0014939openalex-snapshot
Early math matters: Kindergarten number competence and later mathematics outcomes.
inferredcites →https://doi.org/10.1037/a0017762openalex-snapshot
Instruction, teacher–student relations, and math achievement trajectories in elementary school.
inferredcites →https://doi.org/10.1037/a0018453openalex-snapshot
Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics.
inferredcites →https://doi.org/10.1037/h0032950openalex-snapshot
A chronometric analysis of simple addition.
inferredcites →https://doi.org/10.1038/301419a0openalex-snapshot
Categorizing sounds and learning to read—a causal connection
inferredcites →https://doi.org/10.1038/358749a0openalex-snapshot
Addition and subtraction by human infants
inferredcites →https://doi.org/10.1080/09297040600611346openalex-snapshot
A Longitudinal Assessment of Executive Function Skills and Their Association with Math Performance
inferredcites →https://doi.org/10.1080/09541440244000328openalex-snapshot
The role of working memory in mental arithmetic
inferredcites →https://doi.org/10.1080/87565640801982312openalex-snapshot
Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years
inferredcites →https://doi.org/10.1086/298239openalex-snapshot
Heterogeneous Human Capital, Occupational Choice, and Male-Female Earnings Differences
inferredcites →https://doi.org/10.1111/1467-9280.02438openalex-snapshot
The Development of Numerical Estimation
inferredcites →https://doi.org/10.1111/j.1467-7687.2008.00714.xopenalex-snapshot
Playing linear numerical board games promotes low‐income children's numerical development
inferredcites →https://doi.org/10.1111/j.1467-8624.2004.00684.xopenalex-snapshot
Development of Numerical Estimation in Young Children
inferredcites →https://doi.org/10.1111/j.1467-8624.2007.01069.xopenalex-snapshot
Cognitive Mechanisms Underlying Achievement Deficits in Children With Mathematical Learning Disability
inferredcites →https://doi.org/10.1111/j.1467-8624.2010.01489.xopenalex-snapshot
The Contributions of Numerosity and Domain-General Abilities to School Readiness
inferredcites →https://doi.org/10.1111/j.1540-5826.2005.00129.xopenalex-snapshot
Kindergarten Predictors of Math Learning Disability
inferredcites →https://doi.org/10.1126/science.7434014openalex-snapshot
Perception of Numbers by Human Infants
inferredcites →https://doi.org/10.1176/ajp.2006.163.9.1652openalex-snapshot
The Origin of Mind: Evolution of Brain, Cognition, and General Intelligence
inferredcites →https://doi.org/10.1177/002221940003300409openalex-snapshot
Naming-Speed Processes, Timing, and Reading
inferredcites →https://doi.org/10.1177/0022219408321126openalex-snapshot
Using Kindergarten Number Sense to Predict Calculation Fluency in Second Grade
inferredcites →https://doi.org/10.1177/0734282908330588openalex-snapshot
Classification, Seriation, and Counting in Grades 1, 2, and 3 as Two-Year Longitudinal Predictors for Low Achieving in Numerical Facility and Arithmetical Achievement?
inferredcites →https://doi.org/10.1177/0734282908330592openalex-snapshot
Predicting Mathematical Achievement and Mathematical Learning Disability with a Simple Screening Tool
inferredcites →https://doi.org/10.2307/145737openalex-snapshot
Quantitative Literacy and the Likelihood of Employment among Young Adults in the United States
inferredcites →https://doi.org/10.2307/271063openalex-snapshot
Bayesian Model Selection in Social Research
inferredcites →https://doi.org/10.3102/00346543073004407openalex-snapshot
Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence
inferredcites →https://doi.org/10.5860/choice.33-2415openalex-snapshot
Attention and memory: an integrated framework
inferredcites →https://doi.org/10.5860/choice.36-2443openalex-snapshot
The g factor: the science of mental ability
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.1002/9781119170174.epcn316openalex-snapshot
The Neurocognitive Bases of Numerical Cognition
inferred← citeshttps://doi.org/10.1002/9781119170174.epcn406openalex-snapshot
Development of Mathematical Reasoning
inferred← citeshttps://doi.org/10.1002/9781119790563.ch26openalex-snapshot
Best Practices in Assessing and Intervening with Children with Math Disorders
inferred← citeshttps://doi.org/10.1002/9781394259441.ch4openalex-snapshot
Working Memory's Influence on Academic Learning and Performance
inferred← citeshttps://doi.org/10.1002/acp.3350openalex-snapshot
Exploring the Relations between Cattell–Horn–Carroll (CHC) Cognitive Abilities and Mathematics Achievement
inferred← citeshttps://doi.org/10.1002/acp.70293openalex-snapshot
Early Mathematics Risk in Chinese Kindergartners: Group Differences and Differential Associations of Cognitive, Motivational, and Home Factors
inferred← citeshttps://doi.org/10.1002/brb3.1877openalex-snapshot
Number line estimation and standardized test performance: The left digit effect does not predict SAT math score
inferred← citeshttps://doi.org/10.1002/cl2.215openalex-snapshot
Protocol for a systematic review: Interventions to improve mathematics achievement in primary school‐aged children: a systematic review
inferred← citeshttps://doi.org/10.1002/hbm.22666openalex-snapshot
Development of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement
inferred← citeshttps://doi.org/10.1002/icd.2248openalex-snapshot
Exact arithmetic, computational estimation and approximate arithmetic are different skills: Evidence from a study with 5‐year‐olds
inferred← citeshttps://doi.org/10.1002/icd.2392openalex-snapshot
Contributions of linguistic, quantitative, and spatial attention skills to young children's math versus reading: Same, different, or both?
inferred← citeshttps://doi.org/10.1002/jee.20233openalex-snapshot
Working Memory Load and Automaticity in Relation to Problem Solving in College Engineering Students
inferred← citeshttps://doi.org/10.1002/pits.22349openalex-snapshot
Exploring mechanisms of rapid automatized naming to arithmetic skills in Chinese primary schoolers
inferred← citeshttps://doi.org/10.1002/pits.22441openalex-snapshot
Can abacus course eradicate developmental dyscalculia
inferred← citeshttps://doi.org/10.1002/pits.22455openalex-snapshot
An evaluation of the incremental impact of math intervention on early literacy performance
inferred← citeshttps://doi.org/10.1007/978-1-4899-7568-3_18openalex-snapshot
Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2
inferred← citeshttps://doi.org/10.1007/978-1-4899-7568-3_22openalex-snapshot
Tier 3: Intensive Mathematics Intervention Strategies
inferred← citeshttps://doi.org/10.1007/978-3-030-15789-0_65openalex-snapshot
Giftedness and High Ability in Mathematics
inferred← citeshttps://doi.org/10.1007/978-3-030-81965-1_15openalex-snapshot
Building Young Children’s Foundational Skills in Mathematics: The Contributions that Older Adults Can Make
inferred← citeshttps://doi.org/10.1007/978-3-031-05524-9_4openalex-snapshot
Executive Functioning and Mathematical Skills Development: From Preschool to School
inferred← citeshttps://doi.org/10.1007/978-3-031-29195-1_6openalex-snapshot
The Role of Neuropsychological Processes in Mathematics: Implications for Assessment and Teaching
inferred← citeshttps://doi.org/10.1007/978-3-031-46242-9_8openalex-snapshot
Addressing SDG 4 via Learners’ Prior Numerical Cognition: a Predictor of Educational Performance in a Developing Country in Sub-Saharan Africa
inferred← citeshttps://doi.org/10.1007/978-3-031-82225-4_10openalex-snapshot
Measuring Skill Acquisition and Retention: A Case Study of Math Fluency
inferred← citeshttps://doi.org/10.1007/978-3-032-31204-4_6openalex-snapshot
Brain Mapping and Cognitive Modelling in Mathematical Thinking Using Artificial Intelligence
inferred← citeshttps://doi.org/10.1007/978-3-319-23935-4_21openalex-snapshot
The Role of Conceptual Subitising in the Development of Foundational Number Sense
inferred← citeshttps://doi.org/10.1007/978-3-319-32718-1_8openalex-snapshot
Enhancing Mathematical Skills Through Interventions with Virtual Manipulatives
inferred← citeshttps://doi.org/10.1007/978-3-319-57196-6_4openalex-snapshot
Specific Learning Disorder
inferred← citeshttps://doi.org/10.1007/978-3-319-73432-3_5openalex-snapshot
Ecuadorian Kindergartners’ Spontaneous Focusing on Numerosity Development: Contribution of Numerical Abilities and Quality of Mathematics Education
inferred← citeshttps://doi.org/10.1007/978-3-319-77487-9_65-4openalex-snapshot
Giftedness and High Ability in Mathematics
inferred← citeshttps://doi.org/10.1007/978-3-319-97148-3_23openalex-snapshot
Neurobiological Origins of Mathematical Learning Disabilities or Dyscalculia: A Review of Brain Imaging Data
inferred← citeshttps://doi.org/10.1007/978-3-319-97148-3_30openalex-snapshot
Cognitive and Motivational Underpinnings of Mathematical Learning Difficulties: A Discussion
inferred← citeshttps://doi.org/10.1007/978-3-319-97148-3_43openalex-snapshot
Executive Function and Early Mathematical Learning Difficulties
inferred← citeshttps://doi.org/10.1007/978-3-319-97148-3_6openalex-snapshot
Didactics as a Source and Remedy of Mathematical Learning Difficulties
inferred← citeshttps://doi.org/10.1007/978-3-319-98767-5_3openalex-snapshot
Spatial Reasoning: A Critical Problem-Solving Tool in Children’s Mathematics Strategy Tool-Kit
inferred← citeshttps://doi.org/10.1007/978-3-658-37180-7openalex-snapshot
Motivationale Aspekte mathematischer Lernprozesse
inferred← citeshttps://doi.org/10.1007/978-3-662-47028-2_4openalex-snapshot
Theorien der kognitiven Entwicklung
inferred← citeshttps://doi.org/10.1007/978-3-662-62772-3_4openalex-snapshot
Theorien der kognitiven Entwicklung
inferred← citeshttps://doi.org/10.1007/s00394-018-1843-6openalex-snapshot
The effects of acute wild blueberry supplementation on the cognition of 7–10-year-old schoolchildren
inferred← citeshttps://doi.org/10.1007/s00426-013-0501-0openalex-snapshot
Effects of strategy sequences and response–stimulus intervals on children’s strategy selection and strategy execution: A study in computational estimation
inferred← citeshttps://doi.org/10.1007/s00426-014-0614-0openalex-snapshot
Effect of working memory training on working memory, arithmetic and following instructions
inferred← citeshttps://doi.org/10.1007/s00426-019-01144-yopenalex-snapshot
Influences of basic numerical abilities on graph reading performance
inferred← citeshttps://doi.org/10.1007/s00426-019-01249-4openalex-snapshot
Executive Functions and Visual-Spatial Skills Predict Mathematical Achievement: Asymmetrical Associations Across Age
inferred← citeshttps://doi.org/10.1007/s00426-020-01380-7openalex-snapshot
The influence of children’s mathematical competence on performance in mental number line, time knowledge and time perception
inferred← citeshttps://doi.org/10.1007/s00426-020-01382-5openalex-snapshot
Using working memory performance to predict mathematics performance 2 years on
inferred← citeshttps://doi.org/10.1007/s00426-020-01418-wopenalex-snapshot
Cognitive control in number processing: new evidence from task switching
inferred← citeshttps://doi.org/10.1007/s00426-024-01952-xopenalex-snapshot
Unpacking associations among children’s spatial skills, mathematics, and arithmetic strategies: decomposition matters
inferred← citeshttps://doi.org/10.1007/s00426-024-02005-zopenalex-snapshot
The interconnection of orthographic, phonetic, and semantic skills with arithmetic fluency
inferred← citeshttps://doi.org/10.1007/s00426-025-02118-zopenalex-snapshot
Money counts: effects of monetary vs. purely numerical values on the mental representation of quantities
inferred← citeshttps://doi.org/10.1007/s00426-025-02144-xopenalex-snapshot
Differential contributions of approximate number system, number line estimation, and working memory to mathematical skills in preschool and primary school
inferred← citeshttps://doi.org/10.1007/s00787-019-01455-wopenalex-snapshot
Characteristics of child psychiatric outpatients with slow processing speed and potential mechanisms of academic impact
inferred← citeshttps://doi.org/10.1007/s10212-013-0201-6openalex-snapshot
Casting the die before the die is cast: the importance of the home numeracy environment for preschool children
inferred← citeshttps://doi.org/10.1007/s10212-016-0294-9openalex-snapshot
On-entry assessment of school competencies and academic achievement: a comparison between Slovenia and Germany
inferred← citeshttps://doi.org/10.1007/s10212-016-0306-9openalex-snapshot
Development of SFON in Ecuadorian Kindergartners
inferred← citeshttps://doi.org/10.1007/s10212-020-00483-4openalex-snapshot
Modulation of general and specific cognitive precursors to early mathematical competencies in preschool children
inferred← citeshttps://doi.org/10.1007/s10212-020-00491-4openalex-snapshot
Transfer effects of mathematical literacy: an integrative longitudinal study
inferred← citeshttps://doi.org/10.1007/s10212-023-00761-xopenalex-snapshot
Grade one single-digit addition strategies as predictors of grade four achievement in mathematics
inferred← citeshttps://doi.org/10.1007/s10339-017-0853-2openalex-snapshot
Effectiveness of working memory training among children with dyscalculia: evidence for transfer effects on mathematical achievement—a pilot study
inferred← citeshttps://doi.org/10.1007/s10339-020-00994-4openalex-snapshot
Mastery of structured quantities like finger or dice patterns predict arithmetic performance
inferred← citeshttps://doi.org/10.1007/s10339-024-01184-2openalex-snapshot
Phonological awareness and RAN contribute to Chinese reading and arithmetic for different reasons
inferred← citeshttps://doi.org/10.1007/s10339-026-01362-4openalex-snapshot
Exploring the relationship between cognitive thinking style, working memory, and arithmetic fluency: a gender-based study
inferred← citeshttps://doi.org/10.1007/s10566-023-09788-zopenalex-snapshot
Working Memory Profiles and Their Impact on Early Literacy and Numeracy Skills in Kindergarten Children
inferred← citeshttps://doi.org/10.1007/s10639-021-10721-xopenalex-snapshot
Digital game-based learning in K-12 mathematics education: a systematic literature review
inferred← citeshttps://doi.org/10.1007/s10639-022-11129-xopenalex-snapshot
Pilot study of an intervention based on an intelligent tutoring system (ITS) for instructing mathematical skills of students with ASD and/or ID
inferred← citeshttps://doi.org/10.1007/s10648-019-09470-8openalex-snapshot
The Relationship between Visuospatial Working Memory and Mathematical Performance in School-Aged Children: a Systematic Review
inferred← citeshttps://doi.org/10.1007/s10648-019-09496-yopenalex-snapshot
Is Spatial Ability Related to Mathematical Ability: a Meta-analysis
inferred← citeshttps://doi.org/10.1007/s10648-021-09657-yopenalex-snapshot
A Half Century of Progress in US Student Achievement: Agency and Flynn Effects, Ethnic and SES Differences
inferred← citeshttps://doi.org/10.1007/s10648-023-09717-5openalex-snapshot
What Is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-analytic Studies
inferred← citeshttps://doi.org/10.1007/s10648-025-10030-6openalex-snapshot
Examine the Longitudinal Association Between Prior and Subsequent Mathematics Using Meta-Analytic Structural Equation Modeling Approach
inferred← citeshttps://doi.org/10.1007/s10649-023-10218-zopenalex-snapshot
Unfolding algebraic thinking from a cognitive perspective
inferred← citeshttps://doi.org/10.1007/s10763-015-9655-0openalex-snapshot
Mathematics Learning Development: the Role of Long-Term Retrieval
inferred← citeshttps://doi.org/10.1007/s10763-026-10689-5openalex-snapshot
Examining the Impact of Word-Problem Characteristics on Difficulty for Second-Grade Students With Word-Problem Comprehension and Arithmetic Difficulties
inferred← citeshttps://doi.org/10.1007/s10802-016-0219-8openalex-snapshot
Is Poor Working Memory a Transdiagnostic Risk Factor for Psychopathology?
inferred← citeshttps://doi.org/10.1007/s10802-025-01346-6openalex-snapshot
Academic Achievement in Children with ADHD: the Role of Processing Speed and Working Memory
inferred← citeshttps://doi.org/10.1007/s10803-026-07513-yopenalex-snapshot
Cognitive Predictors of Early Algebra Performance in Students With and Without Autism
inferred← citeshttps://doi.org/10.1007/s10864-017-9284-5openalex-snapshot
A Meta-analysis of the Taped Problems Intervention
inferred← citeshttps://doi.org/10.1007/s10864-017-9288-1openalex-snapshot
Imagine Math Facts Improves Multiplication Fact Fluency in Third-Grade Students
inferred← citeshttps://doi.org/10.1007/s11145-013-9465-0openalex-snapshot
Explaining common variance shared by early numeracy and literacy
inferred← citeshttps://doi.org/10.1007/s11145-018-9849-2openalex-snapshot
Lecture note-taking in postsecondary students with attention-deficit/hyperactivity disorder
inferred← citeshttps://doi.org/10.1007/s11145-026-10787-4openalex-snapshot
Unraveling the role of patterning ability in preschool children’s Chinese reading and mathematics through distinct phonological processing pathways
inferred← citeshttps://doi.org/10.1007/s11409-020-09243-7openalex-snapshot
Gender differences in confidence during number-line estimation
inferred← citeshttps://doi.org/10.1007/s11423-022-10109-9openalex-snapshot
Theoretically driven educational app design: the creation of a mathematics app
inferred← citeshttps://doi.org/10.1007/s11618-019-00895-zopenalex-snapshot
Mischverteilung der Verlaufsmuster von Schulleistungen über die obligatorische Schulzeit
inferred← citeshttps://doi.org/10.1007/s11858-018-01024-6openalex-snapshot
Metacognition and motivation in school-aged children with and without mathematical learning disabilities in Flanders
inferred← citeshttps://doi.org/10.1007/s11858-019-01122-zopenalex-snapshot
Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction
inferred← citeshttps://doi.org/10.1007/s11858-020-01138-wopenalex-snapshot
Mapping kindergartners’ quantitative competence
inferred← citeshttps://doi.org/10.1007/s12144-021-02320-3openalex-snapshot
Intensifying Instruction to Address Treatment Resistance to Early Mathematics Interventions
inferred← citeshttps://doi.org/10.1007/s12144-022-03688-6openalex-snapshot
Differential contributions of phonological processing and visual-spatial abilities to four basic arithmetic operations in primary school children
inferred← citeshttps://doi.org/10.1007/s12144-022-03814-4openalex-snapshot
Parental mathematical expectations and children’s early mathematical attitudes: Moderated mediation effect of parental mathematical involvement and parent gender
inferred← citeshttps://doi.org/10.1007/s12187-014-9260-8openalex-snapshot
‘Children at Risk’ of Poor Educational Outcomes: Insights from a (Neuro-)Cognitive Perspective
inferred← citeshttps://doi.org/10.1007/s12564-025-10057-yopenalex-snapshot
Multilevel relationships between learning strategy, learning attitude, self-efficacy, and math achievement: analysis based on HLM
inferred← citeshttps://doi.org/10.1007/s13138-023-00220-6openalex-snapshot
Which Potential Linguistic Challenges do Pre-Service Teachers Identify in a Mathematical Expository Text?
inferred← citeshttps://doi.org/10.1007/s40299-017-0346-1openalex-snapshot
Gender Gap Among High Achievers in Math and Implications for STEM Pipeline
inferred← citeshttps://doi.org/10.1007/s41465-026-00364-6openalex-snapshot
Promoting Working Memory and Numeracy Skills in Kindergarteners: Optimal Intervention Designs for Children Across Skill Levels
inferred← citeshttps://doi.org/10.1007/s43545-024-00835-7openalex-snapshot
Development and validation of a semi-automated, scalable response to intervention framework in mathematics
inferred← citeshttps://doi.org/10.1007/s44217-024-00267-8openalex-snapshot
Mathematical skills classification through primary education
inferred← citeshttps://doi.org/10.1007/s44217-026-01310-6openalex-snapshot
Evaluating the individual and combined effects of learning discipline, student independence, and parental attention on mathematics achievement among Indonesian Grade XI science students
inferred← citeshttps://doi.org/10.1016/b978-0-12-410388-7.00012-9openalex-snapshot
Is Intelligence Relevant in Reading “μάνα” and in Calculating “3 + 5”?
inferred← citeshttps://doi.org/10.1016/b978-0-12-420133-0.00010-7openalex-snapshot
The Small–Large Divide
inferred← citeshttps://doi.org/10.1016/b978-0-12-801871-2.00004-6openalex-snapshot
A Neurodevelopmental Perspective on the Role of Memory Systems in Children’s Math Learning
inferred← citeshttps://doi.org/10.1016/b978-0-12-802076-0.00003-7openalex-snapshot
A Special Validity Study of the Woodcock–Johnson IV
inferred← citeshttps://doi.org/10.1016/b978-0-12-805086-6.00001-1openalex-snapshot
Insights from Cognitive Science on Mathematical Learning *
inferred← citeshttps://doi.org/10.1016/b978-0-12-805086-6.00004-7openalex-snapshot
Neurodevelopmental Disorders as Model Systems for Understanding Typical and Atypical Mathematical Development
inferred← citeshttps://doi.org/10.1016/b978-0-12-805086-6.00009-6openalex-snapshot
Learning and Solving More Complex Problems: The Roles of Working Memory, Updating, and Prior Skills for General Mathematical Achievement and Algebra
inferred← citeshttps://doi.org/10.1016/b978-0-12-811529-9.00014-5openalex-snapshot
The Role of Executive Function Skills in the Development of Children’s Mathematical Competencies
inferred← citeshttps://doi.org/10.1016/b978-0-12-811529-9.00015-7openalex-snapshot
Systems Neuroscience of Mathematical Cognition and Learning
inferred← citeshttps://doi.org/10.1016/b978-0-12-812574-8.00003-1openalex-snapshot
Linguistic and Experiential Factors as Predictors of Young Children's Early Numeracy Skills
inferred← citeshttps://doi.org/10.1016/b978-0-12-815952-1.00001-3openalex-snapshot
Introduction: Cognitive Foundations for Improving Mathematical Learning
inferred← citeshttps://doi.org/10.1016/b978-0-12-815952-1.00003-7openalex-snapshot
Role of Play and Games in Building Children's Foundational Numerical Knowledge
inferred← citeshttps://doi.org/10.1016/b978-0-443-13552-1.00014-xopenalex-snapshot
Clinical reasoning and decision-making for specific learning disabilities
inferred← citeshttps://doi.org/10.1016/b978-0-444-64148-9.00005-3openalex-snapshot
Learning disabilities: Developmental dyscalculia
inferred← citeshttps://doi.org/10.1016/bs.irrdd.2023.08.004openalex-snapshot
Effectiveness of cognitive and mathematical programs on dyscalculia and mathematical difficulties
inferred← citeshttps://doi.org/10.1016/bs.pbr.2016.04.024openalex-snapshot
Neurocognitive accounts of developmental dyscalculia and its remediation
inferred← citeshttps://doi.org/10.1016/bs.pbr.2016.04.026openalex-snapshot
Memory and cognitive control circuits in mathematical cognition and learning
inferred← citeshttps://doi.org/10.1016/bs.pbr.2022.11.001openalex-snapshot
Math computerized games in the classroom: A number line training in primary school children
inferred← citeshttps://doi.org/10.1016/j.actpsy.2017.03.014openalex-snapshot
Approximate number sense correlates with math performance in gifted adolescents
inferred← citeshttps://doi.org/10.1016/j.actpsy.2021.103294openalex-snapshot
Verbal count sequence knowledge underpins numeral order processing in children
inferred← citeshttps://doi.org/10.1016/j.appdev.2020.101136openalex-snapshot
Maternal use of math facts to support girls' math during card play
inferred← citeshttps://doi.org/10.1016/j.appdev.2025.101895openalex-snapshot
Cognitive predictors of reading-arithmetic associations and dissociations: A longitudinal study
inferred← citeshttps://doi.org/10.1016/j.appdev.2026.101946openalex-snapshot
Verbal working memory predicts twice the growth rate in math skills for children from low- income homes relative to their higher-income peers
inferred← citeshttps://doi.org/10.1016/j.caeai.2025.100415openalex-snapshot
AI analysis reveals top predictors of first grade success: Insights from multifactorial screening students’ early days of school
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2017.06.006openalex-snapshot
Mathematics anxiety and working memory: Longitudinal associations with mathematical performance in Chinese children
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2017.06.008openalex-snapshot
Bivariate developmental relations between calculations and word problems: A latent change approach
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2018.06.002openalex-snapshot
Longitudinal predictors of the overlap between reading and math skills
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2023.102201openalex-snapshot
Matthew effects in reading and mathematics: Examining developmental patterns in population data
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2023.102252openalex-snapshot
Uncovering the reciprocal relationship between domain-specific and domain-general skills: Combined numerical and working memory training improves children’s mathematical knowledge
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2026.102467openalex-snapshot
Do better working memory and higher intrinsic motivation predict greater math achievement? Disaggregating within-person and between-person effects in a birth cohort followed from age 8 to 16
inferred← citeshttps://doi.org/10.1016/j.chb.2013.04.031openalex-snapshot
When it comes to Facebook there may be more to bad memory than just multitasking
inferred← citeshttps://doi.org/10.1016/j.chb.2017.02.031openalex-snapshot
Effects of a tablet game intervention on simple addition and subtraction fluency in first graders
inferred← citeshttps://doi.org/10.1016/j.chb.2018.09.036openalex-snapshot
How design features in digital math games support learning and mathematics connections
inferred← citeshttps://doi.org/10.1016/j.cogdev.2014.05.003openalex-snapshot
A 3-year longitudinal study of children's comprehension of counting: Do they recognize the optional nature of nonessential counting features?
inferred← citeshttps://doi.org/10.1016/j.cogdev.2014.11.002openalex-snapshot
Math talk during informal learning activities in Head Start families
inferred← citeshttps://doi.org/10.1016/j.cogdev.2015.02.001openalex-snapshot
General and math-specific predictors of sixth-graders’ knowledge of fractions
inferred← citeshttps://doi.org/10.1016/j.cogdev.2016.05.002openalex-snapshot
Developmental foundations of children’s fraction magnitude knowledge
inferred← citeshttps://doi.org/10.1016/j.cogdev.2017.07.003openalex-snapshot
Relations between patterning skill and differing aspects of early mathematics knowledge
inferred← citeshttps://doi.org/10.1016/j.cogdev.2019.100842openalex-snapshot
Finger Rapid Automatized Naming (RAN) predicts the development of numerical representations better than finger gnosis
inferred← citeshttps://doi.org/10.1016/j.cogdev.2020.100961openalex-snapshot
The relationship between executive processing and computational growth among monolingual and english learners with and without math difficulties: Does it help to be bilingual?
inferred← citeshttps://doi.org/10.1016/j.cogdev.2021.101149openalex-snapshot
Bidirectional associations among executive functions, visual-spatial skills, and mathematical achievement in primary school students: Insights from a longitudinal study
inferred← citeshttps://doi.org/10.1016/j.cogdev.2022.101226openalex-snapshot
Early experiences and school readiness: A within and between exploration of the Opportunity Propensity Model
inferred← citeshttps://doi.org/10.1016/j.cogdev.2023.101388openalex-snapshot
The longitudinal contributions of preschool executive functions and early math abilities to arithmetic skills in elementary school
inferred← citeshttps://doi.org/10.1016/j.cogdev.2024.101507openalex-snapshot
From spontaneous focusing on numerosity to mathematics achievement: The mediating role of non-symbolic number processing and mapping between symbolic and non-symbolic representations of number
inferred← citeshttps://doi.org/10.1016/j.cogdev.2024.101517openalex-snapshot
Achievements in arithmetic and measurement units predict fraction understanding in an additive and linear manner
inferred← citeshttps://doi.org/10.1016/j.cogdev.2025.101568openalex-snapshot
The relationship between executive functions and early numerical skills: A study on three- and four-year-old preschoolers
inferred← citeshttps://doi.org/10.1016/j.cogdev.2026.101670openalex-snapshot
Low and high control working memory and counting skills in children
inferred← citeshttps://doi.org/10.1016/j.cogdev.2026.101779openalex-snapshot
Latent longitudinal profiles of early literacy and numeracy development
inferred← citeshttps://doi.org/10.1016/j.cognition.2014.06.011openalex-snapshot
Improving arithmetic performance with number sense training: An investigation of underlying mechanism
inferred← citeshttps://doi.org/10.1016/j.cognition.2017.01.014openalex-snapshot
Direct and indirect influences of executive functions on mathematics achievement
inferred← citeshttps://doi.org/10.1016/j.cognition.2018.04.002openalex-snapshot
Growth of symbolic number knowledge accelerates after children understand cardinality
inferred← citeshttps://doi.org/10.1016/j.cognition.2021.104816openalex-snapshot
Domain-general and domain-specific influences on emerging numerical cognition: Contrasting uni-and bidirectional prediction models
inferred← citeshttps://doi.org/10.1016/j.cogpsych.2019.101259openalex-snapshot
Decision making in numeracy tasks with spatially continuous scales
inferred← citeshttps://doi.org/10.1016/j.compedu.2020.103953openalex-snapshot
Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis
inferred← citeshttps://doi.org/10.1016/j.cortex.2013.06.007openalex-snapshot
Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment
inferred← citeshttps://doi.org/10.1016/j.dcn.2016.06.004openalex-snapshot
Behavior and neuroimaging at baseline predict individual response to combined mathematical and working memory training in children
inferred← citeshttps://doi.org/10.1016/j.dcn.2017.05.002openalex-snapshot
Arithmetic in the developing brain: A review of brain imaging studies
inferred← citeshttps://doi.org/10.1016/j.dcn.2019.100719openalex-snapshot
Faster learners transfer their knowledge better: Behavioral, mnemonic, and neural mechanisms of individual differences in children’s learning
inferred← citeshttps://doi.org/10.1016/j.dcn.2020.100873openalex-snapshot
Meaning to multiply: Electrophysiological evidence that children and adults treat multiplication facts differently
inferred← citeshttps://doi.org/10.1016/j.dr.2020.100911openalex-snapshot
The potential utility of an opportunity-propensity framework for understanding individual and group differences in developmental outcomes: A retrospective progress report
inferred← citeshttps://doi.org/10.1016/j.dr.2021.100964openalex-snapshot
Emerging neurodevelopmental perspectives on mathematical learning
inferred← citeshttps://doi.org/10.1016/j.ecresq.2015.12.009openalex-snapshot
Learning executive function and early mathematics: Directions of causal relations
inferred← citeshttps://doi.org/10.1016/j.ecresq.2017.08.005openalex-snapshot
Unique and compensatory associations of executive functioning and visuomotor integration with mathematics performance in early elementary school
inferred← citeshttps://doi.org/10.1016/j.ecresq.2017.08.006openalex-snapshot
Cognitive precursors of word reading versus arithmetic competencies in young Chinese children
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.04.001openalex-snapshot
Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.05.006openalex-snapshot
Kindergarten components of executive function and third grade achievement: A national study
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.07.007openalex-snapshot
Relations among language comprehension, oral counting, and numeral knowledge of ethnic and racial minority young children from low-income communities
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.06.003openalex-snapshot
Responsive home numeracy as children progress from kindergarten through Grade 1
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.09.012openalex-snapshot
Direct numeracy activities and early math skills: Math language as a mediator
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.12.002openalex-snapshot
An early numeracy intervention for first-graders at risk for mathematical learning difficulties
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.02.004openalex-snapshot
The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades
inferred← citeshttps://doi.org/10.1016/j.edurev.2023.100583openalex-snapshot
Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis
inferred← citeshttps://doi.org/10.1016/j.ijedro.2021.100035openalex-snapshot
Systematic review on the precursors of initial mathematical performance
inferred← citeshttps://doi.org/10.1016/j.ijedudev.2020.102306openalex-snapshot
IQ, grit, and academic achievement: Evidence from rural China
inferred← citeshttps://doi.org/10.1016/j.ijporl.2014.04.038openalex-snapshot
Reading instead of reasoning? Predictors of arithmetic skills in children with cochlear implants
inferred← citeshttps://doi.org/10.1016/j.intell.2013.12.007openalex-snapshot
Why do we differ in number sense? Evidence from a genetically sensitive investigation
inferred← citeshttps://doi.org/10.1016/j.intell.2021.101560openalex-snapshot
Continuous time models support the reciprocal relations between academic achievement and fluid intelligence over the course of a school year
inferred← citeshttps://doi.org/10.1016/j.intell.2023.101797openalex-snapshot
Relative contributions of g and basic domain-specific mathematics skills to complex mathematics competencies
inferred← citeshttps://doi.org/10.1016/j.jarmac.2021.08.005openalex-snapshot
Cognitive and Academic Skills in Two Developmental Cohorts of Different Ability Level: A Mutualistic Network Perspective
inferred← citeshttps://doi.org/10.1016/j.jecp.2012.03.003openalex-snapshot
Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems
inferred← citeshttps://doi.org/10.1016/j.jecp.2012.06.004openalex-snapshot
Competence with fractions predicts gains in mathematics achievement
inferred← citeshttps://doi.org/10.1016/j.jecp.2013.01.004openalex-snapshot
Is rapid automatized naming related to reading and mathematics for the same reason(s)? A follow-up study from kindergarten to Grade 1
inferred← citeshttps://doi.org/10.1016/j.jecp.2013.03.007openalex-snapshot
Early number knowledge and cognitive ability affect early arithmetic ability
inferred← citeshttps://doi.org/10.1016/j.jecp.2013.04.007openalex-snapshot
The contribution of general cognitive abilities and number abilities to different aspects of mathematics in children
inferred← citeshttps://doi.org/10.1016/j.jecp.2013.08.007openalex-snapshot
Number line estimation and mental addition: Examining the potential roles of language and education
inferred← citeshttps://doi.org/10.1016/j.jecp.2013.08.010openalex-snapshot
What basic number processing measures in kindergarten explain unique variability in first-grade arithmetic proficiency?
inferred← citeshttps://doi.org/10.1016/j.jecp.2013.11.014openalex-snapshot
Numerical landmarks are useful—except when they’re not
inferred← citeshttps://doi.org/10.1016/j.jecp.2014.01.013openalex-snapshot
Relations of different types of numerical magnitude representations to each other and to mathematics achievement
inferred← citeshttps://doi.org/10.1016/j.jecp.2014.11.004openalex-snapshot
Refining the quantitative pathway of the Pathways to Mathematics model
inferred← citeshttps://doi.org/10.1016/j.jecp.2015.01.006openalex-snapshot
Early numerical foundations of young children’s mathematical development
inferred← citeshttps://doi.org/10.1016/j.jecp.2015.02.001openalex-snapshot
Early numerical abilities and cognitive skills in kindergarten children
inferred← citeshttps://doi.org/10.1016/j.jecp.2015.02.002openalex-snapshot
Longitudinal development of number line estimation and mathematics performance in primary school children
inferred← citeshttps://doi.org/10.1016/j.jecp.2015.02.003openalex-snapshot
Children’s mathematical performance: Five cognitive tasks across five grades
inferred← citeshttps://doi.org/10.1016/j.jecp.2015.07.010openalex-snapshot
Individual differences in algebraic cognition: Relation to the approximate number and semantic memory systems
inferred← citeshttps://doi.org/10.1016/j.jecp.2016.05.003openalex-snapshot
Kindergartners’ fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2 years earlier
inferred← citeshttps://doi.org/10.1016/j.jecp.2016.07.001openalex-snapshot
Cognitive factors affecting children’s nonsymbolic and symbolic magnitude judgment abilities: A latent profile analysis
inferred← citeshttps://doi.org/10.1016/j.jecp.2016.10.005openalex-snapshot
Development of visual working memory and distractor resistance in relation to academic performance
inferred← citeshttps://doi.org/10.1016/j.jecp.2017.11.010openalex-snapshot
Cognitive mechanisms underlying third graders’ arithmetic skills: Expanding the pathways to mathematics model
showing the first 200 of 800 · page through all 800
Editorial review for independent work. ICSAC — the Institute for Complexity
Science and Advanced Computing — runs a structured editorial panel for researchers
publishing outside journals, and publishes on CiteStamp rails. Submission is free
and goes through ORCID: icsacinstitute.org/submit.