Katalóg evidencie publikačnej činnosti PU

ID záznamu:	PU.Prešov.2014100808332609
Kategória:	ADC
Autor:	Ropovik Ivan (100%)
Názov:	Do executive functions predict the ability to learn problem-solving principles?
Zdroj:	Intelligence
Lokácia:	Vol. 44 (2014), s. 64-74
ISSN:	0160-2896
Ohlas:	[1] 2014. WIEDL, K.H., MATA, S., WALDORF, M. et al. Dynamic testing with native and migrant preschool children in Germany and Spain, using the application of cognitive functions scale. In Learning and individual differences, ISSN 1041-6080. 2014, vol. 35, s. 34.40.
Ohlas:	[1] 2015. KOVALČÍKOVÁ, Iveta. From dynamic assessment of cognitive abilities to educational interventions: Trends in cognitive education. In Journal of pedagogy, ISSN 13381563. 2015, roč. 6, č. 1, s. 5-21.
Ohlas:	[1] 2015. LOZANO, Jose H. Are impulsivity and intelligence truly related constructs? Evidence based on the fixed-links model. In Personality and individual differences, ISSN 0191-8869. 2015, roč. 85, s. 192-198.
Ohlas:	[1] 2014. BROWN, N.N., CONNOR, P. Impact of executive dysfunction on learning in children with fetal alcohol spectrum disorders (FASD). In Executive functioning: Role in early learning processes, Impairments in Neurological Disorders and Impact of cognitive behavior therapy (CBT). New York : Nova science publishers, 2014, s. 1-47. ISBN 978-163321194-0.
Ohlas:	[1] 2017. ARENDASY, M.E., SOMMER, M. Reducing the effect size of the retest effect: Examining different approaches. In intelligence, ISSN 0160-2896. 2017, vol. 62, s. 89-98.
Ohlas:	[1] 2017. KLIMOVIČ, M., KRESILA, J., LIPTÁKOVÁ, Ľ. Factual text comprehension tasks as a tool for stimulating executive functions in 9- to 10-year-old children. In L1 Educational studies in language and literature, ISSN 1567-6617. 2017, vol. 17, s. 1-22.
Ohlas:	[1] 2017. JABLONSKI, S., LIPTÁKOVÁ, L. Editorial to the special issue on executive functions and children's literacy development. In L1 Educational studies in language and literature, ISSN 1567-6617. 2017, vol. 17, spec. no. s. 1-5.
Ohlas:	[1] 2017. VON BASTIAN, C.C., DRUEY, M.D. Shifting between mental sets: An individual differences approach to commonalities and differences of task switching components. In Journal of experimental psychology: general, ISSN 0096-3445. 2017, vol. 146, no. 9, s. 1266-1285.
Ohlas:	[1] 2017. TORNEE, N., BUNTERM, T., MUCHIMAPURA, S. et al. The neurocognitive constructivist guided-inquiry based teaching model for promoting attention abilitities. In Turkish online journal of educational technology, ISSN 2146-7242. 2017, vol. 2017, sp. no. INTE, s. 475-483.
Ohlas:	[1] 2018. SOMMER, M., ARENDASY, M.E., SCHÜTZHOFER, B. et al. Comparing the effectiveness of different methods to reduce the effect size of the practice effect in traffic psychological assessment. In Transportation research : part F: Traffic psychology and behaviour, ISSN 1369-8478. 2018, vol. 58, s. 955-968.
Ohlas:	[1] 2019. MORGAN, P.L., FARKAS, G., WANG, Y. et al. Executive function deficits in kindergarten predict repeated academic difficulties across elementary school. In Early childhood research quarterly, ISSN 0885-2006. 2019, vol. 46, s. 20-32.
Ohlas:	[1] 2019. FABIO, R.A., CAPRÍ, T., IANNIZZOTTO, G. et al. Interactive avatar boosts the performances of children with attention deficit hyperactivity disorder in dynamic measures of intelligence. In Cyberpsychology, behavior, and social networking, ISSN 2151-2715. 2019, vol. 22, no. 9, s. 588-596.
Ohlas:	[1] 2019. VOGELAAR, B., RESING, W.C.M., STAD, F.E. et al. Is planning related to dynamic testing outcomes? Investigating the potential for learning of gifted and average-ability children. In Acta psychologica, ISSN 0001-6918. 2019, vol. 196, s. 87-95.
Ohlas:	[1] 2019. STAD, F.E., WIEDL, K.H., VOGELAAR, B. et al. The role of cognitive flexibility in young children’s potential for learning under dynamic testing conditions. In European journal of psychology of education, ISSN 0256-2928. 2019, vol. 34, no. 1, s. 123-146.
Ohlas:	[1] 2019. WANG, T., SCHWEIZER, K., REN, X. Executive control in learning: evidence for the dissociation of rule learning and associative learning. In Advances in cognitive psychology, ISSN 1895-1171. 2019, vol. 15, no. 1, s. 41-51.
Ohlas:	[1] 2019. MORGAN, P.L., FARKAS, G., HILLEMEIER, M.M. et al. Kindergarten children's executive functions predict their second-grade academic achievement and behavior. In Child development, ISSN 0009-3920. 2019, vol. 90, no. 5, s. 1802-1816.
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