The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge
By M. Miller, Bethany Rittle-Johnson, Abbey Marie Loehr, Emily R. Fyfe. 2016
67 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/5050020dc52c0b41bc6f43094fb41062662f799e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Kelsey A. Clayback
- Bethany Rittle-Johnson
- Charles Hulme
- Erica L. Zippert
- Jon Star
- Martha W. Alibali
- Noelle M. Crooks
- Percival G. Matthews
In Education
- Erica L. Zippert
- Kelsey A. Clayback
- Bethany Rittle-Johnson
- Charles Hulme
- D. Hurrell
- Jon Star
- Michael Schneider
- Lindsey E. Richland
In Statistics and Probability
- Erica L. Zippert
- Kelsey A. Clayback
- Bethany Rittle-Johnson
- Charles Hulme
- Jon Star
- D. Hurrell
- Michael Schneider
- Lindsey E. Richland
Citations in the corpus
- Pattern Understanding: Relationships With Arithmetic and Reading Development (2017, background): “Patterning shows small to moderate correlations with aspects of executive functioning (including cognitive flexibility, working memory and inhibition; 8, 10, 29, 38), relational knowledge (8, 11) and fluid intelligence (14, 15).”
- Not Just IQ: Patterning Predicts Preschoolers’ Math Knowledge Beyond Fluid Reasoning (2019, methodology): “preschoolers’ working memory, but not their inhibitory control or set shifting (moving back and forth between tasks, ideas, and dimensions), explained growth in repeated patterning skill resulting from patterning instruction (Miller et al., 2016).”