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Direct linkMurray, G. K.; Veijola, J.; Moilanen, K.; Miettunen, J.; Glahn, D. C.; Cannon, T. D.; Jones, P. B.; Isohanni, M. – Journal of Child Psychology and Psychiatry, 2006
Background: The relationship between the age of reaching infant developmental milestones and later intellectual function within the normal population remains unresolved. We hypothesised that the age of learning to stand in infancy would be associated with adult executive function and that the association would be apparent throughout the range of…
Descriptors: Verbal Learning, Infants, Foreign Countries, Cognitive Processes
Peer reviewedRobinson, Nancy M.; Abbott, Robert D.; Berninger, Virginia W.; Busse, Julie; Mukhopadhyay, Swapna – Gifted Child Quarterly, 1997
A two-year study randomly assigned children (K-grade 2) with advanced mathematical skills (n=276) to two groups, an intervention group reflecting a constructivist approach or a control. Boys gained more than girls on quantitative and visual-spatial measures in the control, whereas the intervention group made greater gains in quantitative measures…
Descriptors: Abstract Reasoning, Academically Gifted, Concept Formation, Logical Thinking
