相关参考文献
注意:仅列出部分参考文献,下载原文获取全部文献信息。Theory of mind at school: Academic outcomes and the influence of the school context
Serena Lecce et al.
INFANT AND CHILD DEVELOPMENT (2022)
Relations between Executive Functions, Theory of Mind, and Functional Outcomes in Middle Childhood
Jennifer Wilson et al.
DEVELOPMENTAL NEUROPSYCHOLOGY (2021)
Reading minds and reading texts: Evidence for independent and specific associations
Serena Lecce et al.
COGNITIVE DEVELOPMENT (2021)
Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills
Jennifer K. Finders et al.
EARLY CHILDHOOD RESEARCH QUARTERLY (2021)
How Does Children's Theory of Mind Become Explicit? A Review of Longitudinal Findings
Beate Sodian et al.
CHILD DEVELOPMENT PERSPECTIVES (2020)
Theory of Mind and diverse intelligences in 4-year-olds: Modelling associations of false beliefs with children's numerate-spatial, verbal, and social intelligence
Christopher Osterhaus et al.
BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY (2020)
The Efficacy of Different Interventions to Foster Children's Executive Function Skills: A Series of Meta-Analyses
Zsofia K. Takacs et al.
PSYCHOLOGICAL BULLETIN (2019)
The Relationship Between Executive Functions and Academic Performance in Primary Education: Review and Meta-Analysis
Alejandra Cortes Pascual et al.
FRONTIERS IN PSYCHOLOGY (2019)
Kindergarten Children's Executive Functions Predict Their Second-Grade Academic Achievement and Behavior
Paul L. Morgan et al.
CHILD DEVELOPMENT (2019)
Theory of Mind: a Hidden Factor in Reading Comprehension?
Rebecca A. Dore et al.
EDUCATIONAL PSYCHOLOGY REVIEW (2018)
Predicting school achievement from early theory of mind: Differential effects on achievement tests and teacher ratings
Kathrin Lockl et al.
LEARNING AND INDIVIDUAL DIFFERENCES (2017)
Executive functioning predicts reading, mathematics, and theory of mind during the elementary years
Rachelle H. Cantin et al.
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY (2016)
Enhancing Cognitive and Social-Emotional Development Through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial
Kimberly A. Schonert-Reichl et al.
DEVELOPMENTAL PSYCHOLOGY (2015)
Declarative Joint Attention as a Foundation of Theory of Mind
Beate Sodian et al.
DEVELOPMENTAL PSYCHOLOGY (2015)
Relations Between False Belief Understanding and Executive Function in Early Childhood: A Meta-Analysis
Rory T. Devine et al.
CHILD DEVELOPMENT (2014)
Number and counting skills in kindergarten as predictors of grade 1 mathematical skills
Rebecca B. Martin et al.
LEARNING AND INDIVIDUAL DIFFERENCES (2014)
Long-term effect of theory of mind on school achievement: The role of sensitivity to criticism
Serena Lecce et al.
EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY (2014)
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement
Derek R. Becker et al.
EARLY CHILDHOOD RESEARCH QUARTERLY (2014)
Working memory and mathematics in primary school children: A meta-analysis
Ilona Friso-van den Bos et al.
EDUCATIONAL RESEARCH REVIEW (2013)
The Idea of an Exact Number: Children's Understanding of Cardinality and Equinumerosity
Barbara W. Sarnecka et al.
COGNITIVE SCIENCE (2013)
Relations between preschool attention span-persistence and age 25 educational outcomes
Megan M. McClelland et al.
EARLY CHILDHOOD RESEARCH QUARTERLY (2013)
Predictors for Mathematics Achievement? Evidence From a Longitudinal Study
Delphine Sasanguie et al.
MIND BRAIN AND EDUCATION (2012)
Does sensitivity to criticism mediate the relationship between theory of mind and academic achievement?
Serena Lecce et al.
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY (2011)
Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample
John R. Best et al.
LEARNING AND INDIVIDUAL DIFFERENCES (2011)
Preschool Executive Functioning Abilities Predict Early Mathematics Achievement
Caron A. C. Clark et al.
DEVELOPMENTAL PSYCHOLOGY (2010)
Detecting Children With Arithmetic Disabilities From Kindergarten: Evidence From a 3-Year Longitudinal Study on the Role of Preparatory Arithmetic Abilities
Pieter Stock et al.
JOURNAL OF LEARNING DISABILITIES (2010)
The Contribution of Executive Skills to Reading Comprehension
Heather Whitney Sesma et al.
CHILD NEUROPSYCHOLOGY (2009)
Executive function in preschoolers: A review using an integrative framework
Nancy Garon et al.
PSYCHOLOGICAL BULLETIN (2008)
Language development at ten months - Predictive of language outcome and school achievement ten years later?
Erika Hohm et al.
EUROPEAN CHILD & ADOLESCENT PSYCHIATRY (2007)
Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten
Clancy Blair et al.
CHILD DEVELOPMENT (2007)
A longitudinal assessment of executive function skills and their association with math performance
Michele M. M. Mazzocco et al.
CHILD NEUROPSYCHOLOGY (2007)
Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding
Karen Milligan et al.
CHILD DEVELOPMENT (2007)
Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills
K Cain et al.
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2004)
The unity and diversity of executive functions and their contributions to complex frontal lobe tasks: A latent variable analysis
A Miyake et al.
COGNITIVE PSYCHOLOGY (2000)
Children's understanding of homonymy: metalinguistic awareness and false belief
MJ Doherty
JOURNAL OF CHILD LANGUAGE (2000)