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45 Gender Differences in Mathematics and its Cognitive and Non-Cognitive Predictors in Community College Students.
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- Journal of the International Neuropsychological Society / Volume 29 / Issue s1 / November 2023
- Published online by Cambridge University Press:
- 21 December 2023, pp. 651-652
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44 Shared Cognitive Predictors of Achievement
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- Journal of the International Neuropsychological Society / Volume 29 / Issue s1 / November 2023
- Published online by Cambridge University Press:
- 21 December 2023, pp. 650-651
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43 Interactions of Decoding, Working Memory, and Mind Wandering on Reading Comprehension
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- Journal of the International Neuropsychological Society / Volume 29 / Issue s1 / November 2023
- Published online by Cambridge University Press:
- 21 December 2023, p. 650
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Characterization of English and Spanish language proficiency among middle school English learners with reading difficulties
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- Bilingualism: Language and Cognition / Volume 25 / Issue 5 / November 2022
- Published online by Cambridge University Press:
- 08 March 2022, pp. 899-912
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Reporting of Demographic Variables in Neuropsychological Research: An Update of O’Bryant et al.’s Trends in the Current Literature
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- Journal of the International Neuropsychological Society / Volume 27 / Issue 5 / May 2021
- Published online by Cambridge University Press:
- 12 November 2020, pp. 497-507
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Parents’ gesture adaptations to children with autism spectrum disorder
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- Journal of Child Language / Volume 47 / Issue 1 / January 2020
- Published online by Cambridge University Press:
- 07 October 2019, pp. 205-224
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Role of Neurocognitive Factors in Academic Fluency for Children and Adults With Spina Bifida Myelomeningocele
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- Journal of the International Neuropsychological Society / Volume 25 / Issue 3 / March 2019
- Published online by Cambridge University Press:
- 13 March 2019, pp. 249-265
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Neuropsychological Profiles of Children with Aqueductal Stenosis and Spina Bifida Myelomeningocele
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- Journal of the International Neuropsychological Society / Volume 19 / Issue 2 / February 2013
- Published online by Cambridge University Press:
- 19 November 2012, pp. 127-136
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Temporo-parietal Brain Activity as a Longitudinal Predictor of Response to Educational Interventions among Middle School Struggling Readers
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- Journal of the International Neuropsychological Society / Volume 17 / Issue 5 / September 2011
- Published online by Cambridge University Press:
- 11 July 2011, pp. 875-885
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A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention
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- Journal of the International Neuropsychological Society / Volume 16 / Issue 3 / May 2010
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- 19 March 2010, pp. 526-536
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Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders
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- Journal of the International Neuropsychological Society / Volume 15 / Issue 3 / May 2009
- Published online by Cambridge University Press:
- 01 May 2009, pp. 331-343
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