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Playing Linear Number Board Games―But Not Circular Ones―Improves Low-Income Preschoolers' Numerical Understanding

Author
SIEGLER, Robert S1 ; RAMANI, Geetha B2
[1] Carnegie Mellon University, United States
[2] University of Maryland, United States
Source

Journal of educational psychology. 2009, Vol 101, Num 3, pp 545-560, 16 p ; ref : 2 p.1/2

CODEN
JLEPA5
ISSN
0022-0663
Scientific domain
Cognition; Education; Psychology, psychopathology, psychiatry
Publisher
American Psychological Association, Washington, DC
Publication country
United States
Document type
Article
Language
English
Author keyword
arithmetic low income math number preschoolers
Keyword (fr)
Age préscolaire Apprentissage Arithmétique Enfant Jeu Mathématiques Nombre Pédagogie Homme Processus acquisition
Keyword (en)
Preschool age Learning Arithmetics Child Play Mathematics Number Pedagogy Human Acquisition process
Keyword (es)
Edad preescolar Aprendizaje Aritmética Niño Juego Matemáticas Número Pedagogía Hombre Proceso adquisición
Classification
Pascal
002 Biological and medical sciences / 002A Fundamental and applied biological sciences. Psychology / 002A26 Psychology. Psychophysiology / 002A26K Educational psychology / 002A26K05 Psychopedagogics. Didactics

Francis
770 Psychology. Psychoanalysis. Psychiatry / 770-B Psychology. Psychophysiology / 770-B11 Educational psychology / 770-B11E Psychopedagogics. Didactics

Discipline
Psychology. Ethology
Origin
Inist-CNRS
Database
FRANCIS ; PASCAL
INIST identifier
21778028

Sauf mention contraire ci-dessus, le contenu de cette notice bibliographique peut être utilisé dans le cadre d’une licence CC BY 4.0 Inist-CNRS / Unless otherwise stated above, the content of this bibliographic record may be used under a CC BY 4.0 licence by Inist-CNRS / A menos que se haya señalado antes, el contenido de este registro bibliográfico puede ser utilizado al amparo de una licencia CC BY 4.0 Inist-CNRS

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