Journal of Experimental Child Psychology最新文献_第6页

Examining methodological influences on the rhythmic priming effect: A commentary on Kim, McLaren, and Lee (2024) 研究方法对节奏引物效应的影响：对 Kim、McLaren 和 Lee（2024 年）的评论。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-18 DOI: 10.1016/j.jecp.2024.106111

Anna Fiveash , Nathalie Bedoin , Barbara Tillmann

{"title":"Examining methodological influences on the rhythmic priming effect: A commentary on Kim, McLaren, and Lee (2024)","authors":"Anna Fiveash , Nathalie Bedoin , Barbara Tillmann","doi":"10.1016/j.jecp.2024.106111","DOIUrl":"10.1016/j.jecp.2024.106111","url":null,"abstract":"<div><div>The rhythmic priming effect (RPE) refers to improved language performance (typically grammaticality judgements) following regular rhythmic primes compared to various control conditions. This effect has been observed primarily in French, but also in English and Hungarian. However, a recent implementation by Kim, McLaren & Lee (2024), aiming to replicate the RPE in English (Chern, Tillmann, Vaughan & Gordon, 2018), was not successful, inviting a discussion about the conditions under which the RPE could be observed. We here discuss features of Kim et al.’s (2024) implementation that might have reduced the probability of observing the RPE. Compared to Chern et al. (2018), and numerous other studies reporting the RPE, additional delays after the primes and before each sentence were introduced by Kim et al. (2024). This change might have limited beneficial prime effects, which persist, but decay over time. Further, their instruction to “relax and have some rest” might have reduced attentive processing of the primes and related entrainment. Finally, their sample was small (<em>n</em> =16 per experiment) and with a large age range for investigating typically developing children (7-12y), potentially reducing experimental effects due to development-related individual variations. These methodological changes and sample characteristics are discussed in relation to previous research on the RPE, and entrainment in general. This discussion prompts the need for future research to investigate conditions leading to the RPE, with the aim to shed light on underlying mechanisms. Better understanding the RPE will be critical for the use of rhythmic priming within clinical and educational settings.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"250 ","pages":"Article 106111"},"PeriodicalIF":1.8,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142677323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parenting relationships as a moderator of how socioeconomic status and household chaos relate to children’s cognitive and socioemotional skills 父母关系是社会经济地位和家庭混乱与儿童认知和社会情感技能之间关系的调节因素。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-16 DOI: 10.1016/j.jecp.2024.106123

S. Alexa McDorman , Morgan A. Gilmer , Victoria A. Terry , Ellie K. Taylor-Robinette , John D. Gabrieli , Rachel R. Romeo

{"title":"Parenting relationships as a moderator of how socioeconomic status and household chaos relate to children’s cognitive and socioemotional skills","authors":"S. Alexa McDorman , Morgan A. Gilmer , Victoria A. Terry , Ellie K. Taylor-Robinette , John D. Gabrieli , Rachel R. Romeo","doi":"10.1016/j.jecp.2024.106123","DOIUrl":"10.1016/j.jecp.2024.106123","url":null,"abstract":"<div><div>Low socioeconomic status (SES) and high household chaos are adverse childhood experiences (ACEs) that increase the risk of worse executive functioning (EF) and socioemotional (SE) development. EF and SE skills are foundational for lifelong success, but less is known about how positive childhood experiences (PCEs) such as parenting relationships may buffer the impact of ACEs on these important skills. This study examined how SES and household chaos related to EF and SE skills within the context of varying parenting relationships among a sample of 83 socioeconomically and racially/ethnically diverse 4- to 7-year-old children in the urban United States. SES was associated with children’s lab-based EF, but not survey-based EF or SE skills. Household chaos was related to children’s SE skills, with evidence of full mediation through parenting relationships, but was not related to children’s EF. Although we found evidence of moderation, none of the interactions was in the expected direction. Thus, this study failed to find evidence of parenting relationships as a PCE protective against risk from SES and household chaos for children’s EF and SE skills. However, parenting relationships were more strongly related to children’s survey EF and SE skills than either ACE, indicating the importance of fostering parenting relationships for children’s SE development across risk levels. Results increase our understanding of how positive and adverse childhood experiences relate to child development in a diverse sample and have implications for measurement approaches and family policy.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"250 ","pages":"Article 106123"},"PeriodicalIF":1.8,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Spontaneous focus on numerosity in parents of preschoolers: Is it related to the math input they provide? 学龄前儿童家长对计算能力的自发关注：这与他们提供的数学输入有关吗？

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-14 DOI: 10.1016/j.jecp.2024.106121

Linxi Lu , Marina Vasilyeva , Elida V. Laski

{"title":"Spontaneous focus on numerosity in parents of preschoolers: Is it related to the math input they provide?","authors":"Linxi Lu , Marina Vasilyeva , Elida V. Laski","doi":"10.1016/j.jecp.2024.106121","DOIUrl":"10.1016/j.jecp.2024.106121","url":null,"abstract":"<div><div>There is substantial variability among parents in the amount of math input they provide at home, which is related to differences in children’s early math knowledge. The current study examined whether parents’ spontaneous focus on numerosity (SFON) predicts the math input they provide at home—in terms of both their math talk and frequency of math activities. Parents (<em>N</em> = 124) from diverse socioeconomic backgrounds in China were presented with a SFON picture task. Unique to the current investigation, two conditions were used to determine SFON. The conditions differed only in the hypothetical conversational partner: an adult-oriented condition and a child-oriented condition. No effect of SFON was found for math activities, but there was an effect on math talk; child-oriented SFON, but not adult-oriented SFON, predicted the amount and diversity of math talk parents produced during play interactions. Furthermore, parents’ education was associated with their SFON and its relation to math talk. Parents with more advanced education had greater SFON scores than those with lower education. Importantly, the positive relation between parents’ SFON and their math talk was moderated by socioeconomic status (SES), such that the effect was primarily driven by low-SES parents. Together, the findings suggest that SFON may be a promising construct in the study of parent math input, but parents’ SES and the nature of the SFON task must be taken into consideration.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"250 ","pages":"Article 106121"},"PeriodicalIF":1.8,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142639880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Smiling, face covering, and rhythmic body rocking in children who cheat versus do not cheat 作弊与不作弊儿童的微笑、捂脸和有节奏的身体摇摆。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-12 DOI: 10.1016/j.jecp.2024.106119

Liyuzhi D. Dong , Kanza Batool , Catherine Ann Cameron , Kang Lee

{"title":"Smiling, face covering, and rhythmic body rocking in children who cheat versus do not cheat","authors":"Liyuzhi D. Dong , Kanza Batool , Catherine Ann Cameron , Kang Lee","doi":"10.1016/j.jecp.2024.106119","DOIUrl":"10.1016/j.jecp.2024.106119","url":null,"abstract":"<div><div>Cheating is the behavioral realization of immoral decisions. It is a dynamic process that does not begin or end on the enactment of cheating. However, little research has closely looked at the behavioral dynamics of the cheating process. The current study analyzed smiling, face covering, and rhythmic body rocking among 4- to 7-year-old children (<em>N</em> = 120) who participated in a challenging math test. We compared these target expressive behaviors from baseline practice trials to the critical test trial. Compared with children who did not cheat, we found that those who cheated were more likely to display smiling during the critical test trial, and those who cheated were more likely to cover their faces throughout the experiment even before they had the opportunity to cheat. Rhythmic body rocking did not differ between cheating and non-cheating children. The study identified behavioral differences between children who cheated and those who did not cheat, laying the groundwork for understanding children’s cheating behaviors from the lens of behavioral dynamics. It also suggests that with further research there might be some potential for distinguishing between these groups based on behavioral cues.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106119"},"PeriodicalIF":1.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Longitudinal predictors of self-derivation through memory integration—A mechanism of knowledge accumulation 通过记忆整合自我激励的纵向预测因素--知识积累的机制。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-12 DOI: 10.1016/j.jecp.2024.106120

Patricia J. Bauer , Katherine A. Lee , Jessica A. Dugan , Lucy M. Cronin-Golomb

{"title":"Longitudinal predictors of self-derivation through memory integration—A mechanism of knowledge accumulation","authors":"Patricia J. Bauer , Katherine A. Lee , Jessica A. Dugan , Lucy M. Cronin-Golomb","doi":"10.1016/j.jecp.2024.106120","DOIUrl":"10.1016/j.jecp.2024.106120","url":null,"abstract":"<div><div>Knowledge accumulates through direct instruction and as a consequence of productive memory processes. We report a longitudinal investigation of correlates of the specific productive process of self-derivation through memory integration, targeted because it is a compelling model of accumulation of semantic information. We sampled 148 children aged 8 to 12 years at enrollment. At each of two waves 1 year apart, children were tested on self-derivation through integration and on a battery of potential predictors thereof: cognitive abilities (recall of directly taught facts, verbal comprehension, visualization, visual–auditory learning, and working memory), educational experiences, and family socioeconomic status. Age-related variability was eclipsed by relatively stable individual variability. In both concurrent and longitudinal models, the only significant predictor of self-derivation was recall of directly taught facts. Together with prior research, the results suggest that self-derivation of new knowledge through integration is an individual trait not subsumed by general verbal and spatial skills.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"250 ","pages":"Article 106120"},"PeriodicalIF":1.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Is biology destiny? The coherence of children’s beliefs about physical and psychological traits 生物学是命中注定的吗？儿童对生理和心理特征信念的一致性。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-08 DOI: 10.1016/j.jecp.2024.106108

Léa Tân Combette, Deborah Kelemen

{"title":"Is biology destiny? The coherence of children’s beliefs about physical and psychological traits","authors":"Léa Tân Combette, Deborah Kelemen","doi":"10.1016/j.jecp.2024.106108","DOIUrl":"10.1016/j.jecp.2024.106108","url":null,"abstract":"<div><div>In adults, biological causes are commonly associated with immutability. However, it remains unclear when during their development children coherently connect these ideas in relation to reasoning about physical and mental traits and whether children reason differently by domain. Understanding this is relevant to illuminating children’s conceptions about the body versus the mind. Prior work has suggested that a more sophisticated differentiated understanding of psychological traits may begin to emerge around 8 years of age. In Study 1a, therefore, we examined U.S. third graders’ reasoning about the inheritance and malleability of physical and mental traits and whether their ideas coherently covary within each domain. In Study 1b, we further investigated the robustness of this differentiated understanding by exploring whether participating in a curriculum that presented simplified information about physical traits affected thinking about mental traits. Results reveal that third graders display robust coherence in their reasoning about trait inheritance and malleability. Children consistently judged physical traits as more inherited and less malleable than mental traits, with children’s ideas about inheritability and malleability showing consistent connections within each domain. Moreover, exposure to science teaching about physical traits did not alter children’s perception that mental traits are less inherited and more malleable. By 8 years of age, therefore, children clearly distinguish body from mind in theoretically coherent ways. Nevertheless, the covariance between beliefs about inheritability and immutability should provoke caution when talking to children about parent–child resemblances in capacities like intelligence lest some children infer that their abilities cannot be improved through effort.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106108"},"PeriodicalIF":1.8,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cross-linguistic relations of morphological awareness between Korean and English to language and reading skills for Korean adolescents 韩语和英语形态意识与韩国青少年语言和阅读能力的跨语言关系。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-07 DOI: 10.1016/j.jecp.2024.106118

Joong won Lee , Young-Suk Grace Kim

{"title":"Cross-linguistic relations of morphological awareness between Korean and English to language and reading skills for Korean adolescents","authors":"Joong won Lee , Young-Suk Grace Kim","doi":"10.1016/j.jecp.2024.106118","DOIUrl":"10.1016/j.jecp.2024.106118","url":null,"abstract":"<div><div>In this study, we explored the cross-linguistic association of morphological awareness, vocabulary, word reading, and reading comprehension between Korean and English for Korean-speaking adolescents who learn English as a foreign language. One hundred twenty-one Korean Grade 7 students were assessed on morphological awareness, vocabulary, word reading, and reading comprehension in Korean and English. Confirmatory factor analysis showed that morphological awareness in Korean and English is best described by language—Korean and English, not a single factor across languages or factors by the type of morphology (inflection, derivation, or compound). Structural equation modeling showed that morphological awareness directly predicted reading comprehension both in Korean and English over and above vocabulary and word reading. There was also a cross-linguistic relation between Korean and English for morphological awareness, vocabulary, word reading, and reading comprehension. Furthermore, Korean morphological awareness predicted English reading comprehension via Korean reading comprehension and English morphological awareness. These findings shed light on the importance of L1 morphological awareness in L1 and L2 reading development.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106118"},"PeriodicalIF":1.8,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142607094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social status is related to children’s responses to third-person inequalities 社会地位与儿童对第三人称不平等的反应有关。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-07 DOI: 10.1016/j.jecp.2024.106117

Tim Wei-Ting Chao, Junyi Mei, Michael T. Rizzo

{"title":"Social status is related to children’s responses to third-person inequalities","authors":"Tim Wei-Ting Chao, Junyi Mei, Michael T. Rizzo","doi":"10.1016/j.jecp.2024.106117","DOIUrl":"10.1016/j.jecp.2024.106117","url":null,"abstract":"<div><div>The current study investigated how children’s experiences with advantaged or disadvantaged status within one inequality influence their responses to other inequalities that they are neither advantaged nor disadvantaged by. Children (<em>N</em> = 161; 3–8 years of age; 80 girls and 81 boys; sampling population: 70% White, 16% African American, 10% Latine, and 4% Asian American; middle-income families) were first randomly assigned to an advantaged or disadvantaged status within a first-person, gender-based inequality and were then assessed on their allocations of new resources and judgments of rectifying, equal, and perpetuating allocations in response to a separate third-person, economic-based inequality between two other recipients. We found that children who were advantaged by the first-person inequality were less likely to rectify the third-person inequality, especially if they focused on the advantaged recipient’s perspective when reasoning about their allocation. Younger advantaged children were also less likely to judge rectifying the third-party inequality as fair. Taken together, these results demonstrate how children’s experiences with inequalities inform their responses to other third-person inequalities and conceptions of fairness more broadly.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106117"},"PeriodicalIF":1.8,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142607096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The wind in the willows effect: Does age affect human versus animal faux pas recognition? 风吹杨柳效应年龄是否会影响人类与动物的假动作识别？

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-11-02 DOI: 10.1016/j.jecp.2024.106116

Gray Atherton , Lucy Robinson , Lucie Guy Smith , Liam Cross

{"title":"The wind in the willows effect: Does age affect human versus animal faux pas recognition?","authors":"Gray Atherton , Lucy Robinson , Lucie Guy Smith , Liam Cross","doi":"10.1016/j.jecp.2024.106116","DOIUrl":"10.1016/j.jecp.2024.106116","url":null,"abstract":"<div><div>Children’s literature is rife with anthropomorphic or non-human characters that may be used as a scaffold to teach children about theory of mind (ToM) or the ways in which people think or feel about the social world. In this study, 107 typically developing U.K. school children in Years 1, 3, and 5 (5–10 years of age) completed a human and anthropomorphic ToM test that tested their understanding of faux pas. Specifically, children from these three age groups were given a human version of 20 faux pas stories and an identical animal version of the same stories 1 week apart (with counterbalancing between classes). Pairwise comparison showed that participants in Year 1 did significantly better on the animal ToM test compared with the human ToM test, matching ToM scores of children in Year 3. On the human version of the task, there was a clear progression in age-related ToM abilities, with older children outperforming younger children and improving when the stories were human rather than anthropomorphic. Implications and future directions are discussed, in line with theories of species specialization and the importance of anthropomorphism for children.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106116"},"PeriodicalIF":1.8,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142569901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Children’s arithmetic strategy use trajectories: Exploring the roles of executive functions and sociodemographic characteristics 儿童运算策略的使用轨迹：探索执行功能和社会人口特征的作用。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-30 DOI: 10.1016/j.jecp.2024.106109

Kimia Akhavein , Caron A.C. Clark , Jennifer Mize Nelson , Kimberly Andrews Espy , Jenna E. Finch

{"title":"Children’s arithmetic strategy use trajectories: Exploring the roles of executive functions and sociodemographic characteristics","authors":"Kimia Akhavein , Caron A.C. Clark , Jennifer Mize Nelson , Kimberly Andrews Espy , Jenna E. Finch","doi":"10.1016/j.jecp.2024.106109","DOIUrl":"10.1016/j.jecp.2024.106109","url":null,"abstract":"<div><div>Although young children often use counting to solve arithmetic problems, over time they move toward more efficient strategies such as direct retrieval and decomposition. Strategy selection has longitudinal associations with children’s math achievement. Existing research indicates that children’s executive functions (EFs) support inhibiting unnecessary strategies and adaptively switching between strategies. Moreover, research has documented gender differences in strategy use, but prior literature does not account for the contributions of socioeconomic factors in children’s strategy trajectories. The current study examined the unique roles of preschoolers’ EFs, gender, household income, and maternal education for the trajectories of strategy use on arithmetic problems across early elementary school. Preschoolers’ EFs were assessed at 5 years 3 months of age, and children completed addition and subtraction problems in first, second, and third grades. Children’s strategies were categorized as retrieval, counting, decomposition, and sign flipping. Results indicated that children with higher EFs were more likely to use retrieval and sign flipping in first grade compared with children with lower EFs, and this advantage was maintained into third grade. Boys used more retrieval and decomposition, whereas girls used more counting strategies, in first grade, and this pattern held longitudinally. Finally, children whose mothers had more years of education were likely to use decomposition and sign flipping in first grade, with an advantage through third grade. Overall, the current study sheds light on how cognitive and sociodemographic factors differentially contribute to children’s accurate strategy use, with implications for how to best target early interventions to support children’s math achievement.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106109"},"PeriodicalIF":1.8,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0