Buchumschlag

Domain‐general scientific reasoning abilities in kindergarten independently predict the mathematics ability of elementary school children

Fuente: Wiley Open Access

Gespeichert in:

Bibliographische Detailangaben
Hauptverfasser:	Christopher Osterhaus, Susanne Koerber
Format:	Artículo Open Access
Veröffentlicht:	Wiley 2025
Schlagworte:	British Journal of Developmental Psychology
Online-Zugang:	Acceder al recurso
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Ähnliche Einträge

Unlocking narratives: Longitudinal associations between theory of mind and reading comprehension
von: Christopher Osterhaus, et al.
Veröffentlicht: (2024)

Training kindergarten children on learning from their mistakes
von: Ebru Ger, et al.
Veröffentlicht: (2024)

From spatial to social competence: The association between spatial ability and prosocial behaviour in childhood
von: Dimitris I. Tsomokos, et al.
Veröffentlicht: (2025)

Transformative tales: The role of story videos on children's reasoning about transgender identities
von: Rachel D. Fine, et al.
Veröffentlicht: (2024)

High school and university students' reasoning about decision‐making autonomy and parental authority legitimacy in child–mother conflicts
von: Nilay Kuyel, et al.
Veröffentlicht: (2025)

Examining associations between foundational and complex mathematics skills in people with Down syndrome and typically developing children
von: Su Morris, et al.
Veröffentlicht: (2026)

A systematic review of school‐based interventions to promote digital resilience in children
von: Georgina C. Halliwell, et al.
Veröffentlicht: (2026)

Ageist attitudes are already evident in pre‐ and early‐school children: A multi‐method examination
von: Jenny Jaquet, et al.
Veröffentlicht: (2025)

Developmental changes in the efficiency of attentional networks in very preterm children during the transition from preschool to school
von: Tamara Walczak‐Kozłowska, et al.
Veröffentlicht: (2026)

Feedback and observational learning differ in effectiveness during category learning in early school aged children and adults
von: Zhongying Li, et al.
Veröffentlicht: (2024)

Parental reflective functioning and internalizing symptoms predict altruistic prosocial behaviour in children
von: Daniel McGlade, et al.
Veröffentlicht: (2025)

Social–emotional competencies and psychological well‐being across secondary school transition
von: Christopher Shum, et al.
Veröffentlicht: (2025)

Longitudinal predictions of visual attention span at school entry for Chinese character reading fluency and reading comprehension via developmentally specific mediation of language‐related cognitive skills
von: Jemilyn Kaw, et al.
Veröffentlicht: (2026)

Low mood, worry and mind wandering in children
von: Ellen Teague, et al.
Veröffentlicht: (2025)

The influence of valence and relationship on children's verification of gossip
von: Zhehua Wan, et al.
Veröffentlicht: (2024)

Cognitive offloading bias in primary and secondary school students and its relationship with metacognitive monitoring
von: Jiayue Sun, et al.
Veröffentlicht: (2024)

Why do children and adults believe others apologize?
von: Ju‐eun Oh, et al.
Veröffentlicht: (2025)

How children understand aha‐experiences in problem solving
von: Josefine Haugen, et al.
Veröffentlicht: (2025)

Picture book reading improves children's learning understanding
von: Zhenlin Wang, et al.
Veröffentlicht: (2024)

The impact of well‐groomed appearance on children's epistemic trust decision
von: Hüseyin Kotaman, et al.
Veröffentlicht: (2025)

The role of executive functions in young children's static and sustained inattentional blindness
von: Hui Zhang, et al.
Veröffentlicht: (2025)

Susceptibility of ADHD children to memory error production on a DRM task
von: Pierre Martin, et al.
Veröffentlicht: (2025)

The influence of semantics on long‐term visual memory capacity in children and adults
von: Priti Gupta, et al.
Veröffentlicht: (2024)

Developmental trajectories of visual temporal integration and segregation in children with and without developmental dyslexia
von: Giuseppe Di Dona, et al.
Veröffentlicht: (2025)

Narratives of preterm and full‐term preschool‐aged children: Analyses of different narrative dimensions
von: İbrahim Akkan, et al.
Veröffentlicht: (2025)

Early markers of literacy and numeracy in Chinese children: The roles of counting and rapid automatized naming
von: Ruinan Sun, et al.
Veröffentlicht: (2025)

Episodic future thinking and delay of gratification in children: Is imagining reward pay‐off helpful?
von: Ciarán Canning, et al.
Veröffentlicht: (2024)

A cross‐cultural study of children's graphic representations of men‐ and women‐dominated occupations
von: Romina A. Vivaldi, et al.
Veröffentlicht: (2024)

Unveiling social–emotional excellence: A network perspective on social–emotional skills in children and adolescents
von: Ming Huo, et al.
Veröffentlicht: (2025)

Generous descriptive norms change children's pre‐existing decisions and expectations about sharing behaviour
von: María L. Gonzalez‐Gadea, et al.
Veröffentlicht: (2025)

Parenting reflectivity and mind‐mindedness as unique predictors of children's attachment security and social–emotional development
von: Jerrica Pitzen, et al.
Veröffentlicht: (2025)

Preliminary development of a brief parent‐report gender identity alignment/distress screener for children
von: Matthew A. Diemer, et al.
Veröffentlicht: (2024)

Satisfying personal preference or being considerate? The protagonist's preference matters in children's evaluation of social mindfulness
von: Dandan Li, et al.
Veröffentlicht: (2026)

The role of theory of mind, group norms and intentionality in children's and adolescents' moral evaluations of a misinformer
von: Aqsa Farooq, et al.
Veröffentlicht: (2024)

Mandarin translation and validation of the Theory of Mind Inventory‐2 and the Theory of Mind Task Battery for autistic children in Mainland China
von: Mi Tian, et al.
Veröffentlicht: (2026)

The interaction of negative parenting and DRD2 gene rs1799732 polymorphism on self‐control in children and adolescents: Development stage differences
von: Jian Mao, et al.
Veröffentlicht: (2025)

Recognizing the future utility of a solution: When do children choose to retain and share an object to solve a future problem?
von: Zoe Ockerby, et al.
Veröffentlicht: (2025)

Relations between mind‐mindedness, stress and parent–child relationship quality in parents of children with a history of mental health or behavioural difficulties
von: Fionnuala Larkin, et al.
Veröffentlicht: (2025)

Materialism as a catalyst, not a compensation: A cross‐lagged panel network analysis of psychological insecurity in migrant and non‐migrant children
von: Canjia Peng, et al.
Veröffentlicht: (2026)

The impact of short‐form video overuse on prosocial and aggressive behaviours in children aged 3–6: The parallel mediating roles of empathy and emotion regulation
von: Xu Wang, et al.
Veröffentlicht: (2025)