| P50 | author | Brenna Hassinger-Das | Q86200204 |
| | Nancy C. Jordan | Q98214402 |
| P2093 | author name string | Casey Irwin | |
| | Joseph Glutting | |
| | Nancy Dyson | |
| P2860 | cites work | The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations | Q25938996 |
| | The development of executive function in early childhood | Q28238691 |
| | Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models | Q28290615 |
| | A comparison of methods to test mediation and other intervening variable effects | Q29010534 |
| | Cognitive variability | Q29032134 |
| | Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old | Q29541339 |
| | The Importance of Number Sense to Mathematics Achievement in First and Third Grades | Q33791611 |
| | Mathematical Disabilities: Reflections on Cognitive, Neuropsychological, and Genetic Components | Q34099230 |
| | Executive Function in Preschool Children: Test-Retest Reliability | Q35018473 |
| | Building Kindergartners' Number Sense: A Randomized Controlled Study | Q35316734 |
| | Mathematics and learning disabilities | Q35922477 |
| | Smart RTI: A Next-Generation Approach to Multilevel Prevention | Q36049709 |
| | Categorical and Dimensional Definitions and Evaluations of Symptoms of ADHD: History of the SNAP and the SWAN Rating Scales | Q36201719 |
| | Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls. | Q36489895 |
| | A number sense intervention for low-income kindergartners at risk for mathematics difficulties | Q36592291 |
| | The reliability and validity of the English and Spanish Strengths and Weaknesses of ADHD and Normal behavior rating scales in a preschool sample: continuum measures of hyperactivity and inattention | Q36617918 |
| | Early attention problems and children's reading achievement: a longitudinal investigation. The Conduct Problems Prevention Research Group | Q37421372 |
| | Early math matters: kindergarten number competence and later mathematics outcomes | Q37435977 |
| | Errors in multi-digit arithmetic and behavioral inattention in children with math difficulties. | Q37460190 |
| | Required sample size to detect the mediated effect. | Q39746515 |
| | Developmental predictors of fraction concepts and procedures | Q46779544 |
| | Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten | Q47799921 |
| | Preschool executive functioning abilities predict early mathematics achievement | Q48185646 |
| | School readiness and later achievement | Q48374858 |
| | Cognitive arithmetic and problem solving: a comparison of children with specific and general mathematics difficulties | Q48736660 |
| | The multiple subfunctions of attention: differential developmental gateways to literacy and numeracy. | Q50795284 |
| | Number sense growth in kindergarten: a longitudinal investigation of children at risk for mathematics difficulties. | Q51952362 |
| | Individual differences in inhibitory control and children's theory of mind. | Q51964802 |
| | Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability. | Q51973220 |
| | The contribution of executive functions to emergent mathematic skills in preschool children. | Q51992966 |
| | Numerical and arithmetical cognition: patterns of functions and deficits in children at risk for a mathematical disability. | Q52031593 |
| | Executive functioning as a predictor of children's mathematics ability: inhibition, switching, and working memory. | Q52126060 |
| | The measurement of executive function in early childhood. | Q53614801 |
| | Developmentally Sensitive Measures of Executive Function in Preschool Children | Q56698355 |
| | Revisiting the Association Between Reading Achievement and Antisocial Behavior: New Evidence of an Environmental Explanation From a Twin Study | Q57243299 |
| | Working memory and intrusions of irrelevant information in a group of specific poor problem solvers | Q73130532 |
| P921 | main subject | number sense | Q3663819 |
| | kindergarten | Q126807 |
| P304 | page(s) | 78-92 | |
| P577 | publication date | 2013-11-12 | |
| P1433 | published in | Journal of Experimental Child Psychology | Q15755108 |
| P1476 | title | Domain-general mediators of the relation between kindergarten number sense and first-grade mathematics achievement | |
| P478 | volume | 118 | |