{"title":"母婴互动中的数字和识字刺激与早期数学能力的性别差异有何关系?NEPS新生儿队列研究的实证结果","authors":"L. Beier, H. Blossfeld","doi":"10.1186/s40536-023-00153-z","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":37009,"journal":{"name":"Large-Scale Assessments in Education","volume":" ","pages":"1-21"},"PeriodicalIF":2.6000,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How do numerical and literacy stimulations in mother–child interactions relate to early gender differences in mathematical competencies? Empirical results from the NEPS Newborn Cohort study\",\"authors\":\"L. Beier, H. Blossfeld\",\"doi\":\"10.1186/s40536-023-00153-z\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":37009,\"journal\":{\"name\":\"Large-Scale Assessments in Education\",\"volume\":\" \",\"pages\":\"1-21\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2023-03-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Large-Scale Assessments in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1186/s40536-023-00153-z\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Large-Scale Assessments in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1186/s40536-023-00153-z","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
How do numerical and literacy stimulations in mother–child interactions relate to early gender differences in mathematical competencies? Empirical results from the NEPS Newborn Cohort study