Longitudinal Pathways of Numerical Abilities in Preschool: Cognitive and Environmental Correlates and Relation to Primary School Mathematics Achievement

Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cogniti...

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Bibliographic Details
Published in:Developmental psychology 2023-03, Vol.59 (3), p.442-459
Main Authors: Bakker, Merel, Torbeyns, Joke, Verschaffel, Lieven, De Smedt, Bert
Format: Article
Language:English
Subjects:
Ability
Academic achievement
Achievement
Arithmetic
Boys
Child
Child, Preschool
Cognition
Cognitive Ability
Cognitive Development
Cognitive functioning
Comparative Analysis
Correlation
Counting
Educational Status
Elementary School Students
Elementary Schools
Environmental aspects
Environmental factors
Environmental Influences
Family Environment
Female
Foreign Countries
Grade 1
Grade 3
Heterogeneity
Home Environment
Human
Humans
Individual Differences
Intelligence Tests
Language Skills
Longitudinal Studies
Male
Mathematical Ability
Mathematics
Mathematics Achievement
Mathematics Instruction
Mathematics Skills
Mathematics Tests
Numbers
Numeracy
Preschool children
Preschool Education
Profiles
Profiles (Measurement)
School Environment
Schools
Short Term Memory
Socioeconomic factors
Socioeconomic Status
Socioeconomics
Spatial Ability
Task Analysis
Verbal Ability
Vocabulary
Young Children
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