Cargando…

Editorial: Understanding Trajectories and Promoting Change From Early to Complex Skills in Typical and Atypical Development: A Cross-Population Approach

Detalles Bibliográficos
Autores principales:	Sansavini, Alessandra, Libertus, Klaus, Guarini, Annalisa, Libertus, Melissa E., Benassi, Mariagrazia, Iverson, Jana M.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2021
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7933478/ https://www.ncbi.nlm.nih.gov/pubmed/33679569 http://dx.doi.org/10.3389/fpsyg.2021.647464

Ejemplares similares

Editorial: Motor Skills and Their Foundational Role for Perceptual, Social, and Cognitive Development
por: Libertus, Klaus, et al.
Publicado: (2017)

Sit to Talk: Relation between Motor Skills and Language Development in Infancy
por: Libertus, Klaus, et al.
Publicado: (2016)

Low Rates of Pointing in 18-Month-Olds at Risk for Autism Spectrum Disorder and Extremely Preterm Infants: A Common Index of Language Delay?
por: Sansavini, Alessandra, et al.
Publicado: (2019)

Do 6-Month Motor Skills Have Cascading Effects on 12-Month Motor and Cognitive Development in Extremely Preterm and Full-Term Infants?
por: Zuccarini, Mariagrazia, et al.
Publicado: (2020)

The Effects of a Parent-Implemented Language Intervention on Late-Talkers’ Expressive Skills: The Mediational Role of Parental Speech Contingency and Dialogic Reading Abilities
por: Suttora, Chiara, et al.
Publicado: (2021)

Are There Postnatal Benefits to Prenatal Kick Counting? A Quasi-Experimental Longitudinal Study
por: Owens, Brenna, et al.
Publicado: (2022)

Inhibitory control may not explain the link between approximation and math abilities in kindergarteners from middle class families
por: Keller, Leanne, et al.
Publicado: (2015)

Scaffolded reaching experiences encourage grasping activity in infants at high risk for autism
por: Libertus, Klaus, et al.
Publicado: (2014)

Editorial: Mental State Understanding: Individual Differences in Typical and Atypical Development
por: Bulgarelli, Daniela, et al.
Publicado: (2017)

Editorial: Typical and Atypical Processing of Gaze
por: Ashwin, Chris, et al.
Publicado: (2019)

Development of Attention to Faces during the First 3 Years: Influences of Stimulus Type
por: Libertus, Klaus, et al.
Publicado: (2017)

Eye-Movements in a Text Reading Task: A Comparison of Preterm Children, Children with Dyslexia and Typical Readers
por: Bonifacci, Paola, et al.
Publicado: (2023)

Using Hierarchical Linear Models to Examine Approximate Number System Acuity: The Role of Trial-Level and Participant-Level Characteristics
por: Braham, Emily J., et al.
Publicado: (2018)

Editorial: Sociomateriality in Children With Typical and/or Atypical Development
por: Iannaccone, Antonio, et al.
Publicado: (2020)

Speech and Language Skills of Low-Risk Preterm and Full-Term Late Talkers: The Role of Child Factors and Parent Input
por: Suttora, Chiara, et al.
Publicado: (2020)

Deficits in Approximate Number System Acuity and Mathematical Abilities in 6.5-Year-Old Children Born Extremely Preterm
por: Libertus, Melissa E., et al.
Publicado: (2017)

Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability
por: Libertus, Melissa E., et al.
Publicado: (2020)

The General Movement Assessment Helps Us to Identify Preterm Infants at Risk for Cognitive Dysfunction
por: Einspieler, Christa, et al.
Publicado: (2016)

Mothers’ and fathers’ engagement in math activities with their toddler sons and daughters: The moderating role of parental math beliefs
por: Silver, Alex M., et al.
Publicado: (2023)

Editorial: Language embodiment: Principles, processes, and theories for learning and teaching practices in typical and atypical readers
por: Morett, Laura M.
Publicado: (2023)

Brief Interventions Influence the Quantity and Quality of Caregiver-Child Conversations in an Everyday Context
por: Shivaram, Apoorva, et al.
Publicado: (2021)

Integrating Gestures and Words to Communicate in Full-Term and Low-Risk Preterm Late Talkers
por: Suttora, Chiara, et al.
Publicado: (2022)

Influences of Adult Gender and Parenthood on Adult-Child Interaction Style
por: Smith, Darcy K., et al.
Publicado: (2022)

Editorial: Word Morphology and Written Language Acquisition: Insights From Typical and Atypical Development in Different Orthographies
por: Duncan, Lynne G., et al.
Publicado: (2019)

When approximate number acuity predicts math performance: The moderating role of math anxiety
por: Braham, Emily J., et al.
Publicado: (2018)

Gesture–Speech Integration in Typical and Atypical Adolescent Readers
por: Yao, Ru, et al.
Publicado: (2022)

Night Sleep and Parental Bedtime Practices in Low-Risk Preterm and Full-Term Late Talkers
por: Sansavini, Alessandra, et al.
Publicado: (2022)

Predictors of Children’s Early Numeracy: Environmental Variables, Intergenerational Pathways, and Children’s Cognitive, Linguistic, and Non-symbolic Number Skills
por: Bernabini, Luca, et al.
Publicado: (2020)

Measuring Emerging Number Knowledge in Toddlers
por: Silver, Alex M., et al.
Publicado: (2021)

Toddler home math environment: Triangulating multi-method assessments in a U.S. Sample
por: Miller, Portia, et al.
Publicado: (2023)

Number Word Use in Toddlerhood Is Associated with Number Recall Performance at Seven Years of Age
por: Libertus, Melissa E., et al.
Publicado: (2014)

Typicality and trajectories of problematic and positive behaviors over adolescence in eight countries
por: Buchanan, Christy M., et al.
Publicado: (2023)

Electrophysiological evidence for notation independence in numerical processing
por: Libertus, Melissa E, et al.
Publicado: (2007)

Special Issue: Preterm Birth: Research, Intervention and Developmental Outcomes
por: Guarini, Annalisa, et al.
Publicado: (2021)

Distance Education among Italian Teachers: Differences and Experiences
por: Menabò, Laura, et al.
Publicado: (2022)

A Parent-Implemented Language Intervention for Late Talkers: An Exploratory Study on Low-Risk Preterm and Full-Term Children
por: Zuccarini, Mariagrazia, et al.
Publicado: (2020)

Screen Time in the Coronavirus 2019 Era: International Trends of Increasing Use Among 3- to 7-Year-Old Children
por: Ribner, Andrew D., et al.
Publicado: (2021)

Self-locomotion and spatial language and spatial cognition: insights from typical and atypical development
por: Oudgenoeg-Paz, Ora, et al.
Publicado: (2014)

The integration between nonsymbolic and symbolic numbers: Evidence from an EEG study
por: Liu, Ruizhe, et al.
Publicado: (2018)

Development of numerical processing in children with typical and dyscalculic arithmetic skills—a longitudinal study
por: Landerl, Karin
Publicado: (2013)

Cannot write session to /tmp/vufind_sessions/sess_n7qo9n18piu3asbc689uq65akb