Link between Spatial and Mathematical Skills across the Preschool Years
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Link between Spatial and Mathematical Skills across the Preschool Years
Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Verdine, Brian N.; Newcombe, Nora S.
John Wiley and Sons Ltd
05/2017
150
Mole
Inglês
9781119402503
15 a 20 dias
208
Descrição não disponível.
CONTENTS
I. SPATIAL SKILLS, THEIR DEVELOPMENT, AND THEIR LINKS TO MATHEMATICS.............................. 7
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
II. METHODS FOR LONGITUDINAL STUDY OF PRESCHOOL SPATIAL AND MATHEMATICAL SKILLS........ 31
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
III. RESULTS-CONSIDERING THE 2-D AND 3-D TRIALS OF THE TOSA SEPARATELY AND TOGETHER.... 56
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
IV. RESULTS-LINKS BETWEEN SPATIAL ASSEMBLY, LATER SPATIAL SKILLS, AND
CONCURRENT AND LATER MATHEMATICAL SKILLS.................................................................... 71
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
V. RESULTS-INDIVIDUAL DIFFERENCE FACTORS IN SPATIAL AND MATHEMATICAL SKILLS............... 81
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
VI. DISCUSSION AND IMPLICATIONS: HOW EARLY SPATIAL SKILLS PREDICT................................ 89
LATER SPATIAL AND MATHEMATICAL SKILLS
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
REFERENCES................................................................................................................... 110
ACKNOWLEDGMENTS........................................................................................................ 126
COMMENTARY
CAUSAL INFERENCE AND THE SPATIAL-MATH LINK IN EARLY CHILDHOOD................................... 127
Drew H. Bailey
AUTHOR BIOS................................................................................................................ 137
STATEMENT OF EDITORIAL POLICY...................................................................................... 139
SUBJECT INDEX.............................................................................................................. 141
I. SPATIAL SKILLS, THEIR DEVELOPMENT, AND THEIR LINKS TO MATHEMATICS.............................. 7
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
II. METHODS FOR LONGITUDINAL STUDY OF PRESCHOOL SPATIAL AND MATHEMATICAL SKILLS........ 31
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
III. RESULTS-CONSIDERING THE 2-D AND 3-D TRIALS OF THE TOSA SEPARATELY AND TOGETHER.... 56
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
IV. RESULTS-LINKS BETWEEN SPATIAL ASSEMBLY, LATER SPATIAL SKILLS, AND
CONCURRENT AND LATER MATHEMATICAL SKILLS.................................................................... 71
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
V. RESULTS-INDIVIDUAL DIFFERENCE FACTORS IN SPATIAL AND MATHEMATICAL SKILLS............... 81
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
VI. DISCUSSION AND IMPLICATIONS: HOW EARLY SPATIAL SKILLS PREDICT................................ 89
LATER SPATIAL AND MATHEMATICAL SKILLS
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
REFERENCES................................................................................................................... 110
ACKNOWLEDGMENTS........................................................................................................ 126
COMMENTARY
CAUSAL INFERENCE AND THE SPATIAL-MATH LINK IN EARLY CHILDHOOD................................... 127
Drew H. Bailey
AUTHOR BIOS................................................................................................................ 137
STATEMENT OF EDITORIAL POLICY...................................................................................... 139
SUBJECT INDEX.............................................................................................................. 141
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
mathematics; longitudinal; methods; preschool; skills; study; tosa; later; resultsindividual difference factors; discussion; commentarycausal; link; childhood; spatialmath; editorial; statement; policy; index; development
CONTENTS
I. SPATIAL SKILLS, THEIR DEVELOPMENT, AND THEIR LINKS TO MATHEMATICS.............................. 7
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
II. METHODS FOR LONGITUDINAL STUDY OF PRESCHOOL SPATIAL AND MATHEMATICAL SKILLS........ 31
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
III. RESULTS-CONSIDERING THE 2-D AND 3-D TRIALS OF THE TOSA SEPARATELY AND TOGETHER.... 56
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
IV. RESULTS-LINKS BETWEEN SPATIAL ASSEMBLY, LATER SPATIAL SKILLS, AND
CONCURRENT AND LATER MATHEMATICAL SKILLS.................................................................... 71
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
V. RESULTS-INDIVIDUAL DIFFERENCE FACTORS IN SPATIAL AND MATHEMATICAL SKILLS............... 81
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
VI. DISCUSSION AND IMPLICATIONS: HOW EARLY SPATIAL SKILLS PREDICT................................ 89
LATER SPATIAL AND MATHEMATICAL SKILLS
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
REFERENCES................................................................................................................... 110
ACKNOWLEDGMENTS........................................................................................................ 126
COMMENTARY
CAUSAL INFERENCE AND THE SPATIAL-MATH LINK IN EARLY CHILDHOOD................................... 127
Drew H. Bailey
AUTHOR BIOS................................................................................................................ 137
STATEMENT OF EDITORIAL POLICY...................................................................................... 139
SUBJECT INDEX.............................................................................................................. 141
I. SPATIAL SKILLS, THEIR DEVELOPMENT, AND THEIR LINKS TO MATHEMATICS.............................. 7
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
II. METHODS FOR LONGITUDINAL STUDY OF PRESCHOOL SPATIAL AND MATHEMATICAL SKILLS........ 31
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
III. RESULTS-CONSIDERING THE 2-D AND 3-D TRIALS OF THE TOSA SEPARATELY AND TOGETHER.... 56
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
IV. RESULTS-LINKS BETWEEN SPATIAL ASSEMBLY, LATER SPATIAL SKILLS, AND
CONCURRENT AND LATER MATHEMATICAL SKILLS.................................................................... 71
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
V. RESULTS-INDIVIDUAL DIFFERENCE FACTORS IN SPATIAL AND MATHEMATICAL SKILLS............... 81
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
VI. DISCUSSION AND IMPLICATIONS: HOW EARLY SPATIAL SKILLS PREDICT................................ 89
LATER SPATIAL AND MATHEMATICAL SKILLS
Brian N. Verdine, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Nora S. Newcombe
REFERENCES................................................................................................................... 110
ACKNOWLEDGMENTS........................................................................................................ 126
COMMENTARY
CAUSAL INFERENCE AND THE SPATIAL-MATH LINK IN EARLY CHILDHOOD................................... 127
Drew H. Bailey
AUTHOR BIOS................................................................................................................ 137
STATEMENT OF EDITORIAL POLICY...................................................................................... 139
SUBJECT INDEX.............................................................................................................. 141
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