Nathan T T Lau
Biographic Data
| ID | 5758482 |
|---|---|
| NAME | Nathan T T Lau |
| GIVEN NAMES | Nathan T T |
| FAMILY NAME | Lau |
| SIGNATURE | LAU N T T |
| AFFILIATIONS | Western University |
| ORCID | 0000-0003-2714-8542 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Number and domain both affect the relation between executive function and mathematics achievement
Magnitude processing and executive functions (EFs) have emerged as robust predictors of mathematics achievement. However, the nature of these associations is still unclear. For example, it is uncertain if EFs applied in the context of domain-specific mathematical cognition (i.e., EFs applied while processing numbers) are more closely related to mathematics achievement than EFs applied in nonnumerical, domain-general contexts. Also, how distinct E…
Kindergarteners’ symbolic number abilities predict nonsymbolic number abilities and math achievement in grade 1
Research has shown that two different, though related, ways of representing magnitude play foundational roles in the development of numerical and mathematical skills: a nonverbal approximate number system and an exact symbolic number system. While there have been numerous studies suggesting that the two systems are important predictors of math achievement, there has been substantial debate regarding whether and how these basic numerical competenc…
Number and domain both affect the relation between executive function and mathematics achievement
Magnitude processing and executive functions (EFs) have emerged as robust predictors of mathematics achievement. However, the nature of these associations is still unclear. For example, it is uncertain if EFs applied in the context of domain-specific mathematical cognition (i.e., EFs applied while processing numbers) are more closely related to mathematics achievement than EFs applied in nonnumerical, domain-general contexts. Also, how distinct E…
Kindergarteners’ symbolic number abilities predict nonsymbolic number abilities and math achievement in grade 1
Research has shown that two different, though related, ways of representing magnitude play foundational roles in the development of numerical and mathematical skills: a nonverbal approximate number system and an exact symbolic number system. While there have been numerous studies suggesting that the two systems are important predictors of math achievement, there has been substantial debate regarding whether and how these basic numerical competenc…
Kindergarteners’ symbolic number abilities predict nonsymbolic number abilities and math achievement in grade 1
Research has shown that two different, though related, ways of representing magnitude play foundational roles in the development of numerical and mathematical skills: a nonverbal approximate number system and an exact symbolic number system. While there have been numerous studies suggesting that the two systems are important predictors of math achievement, there has been substantial debate regarding whether and how these basic numerical competenc…
Number and domain both affect the relation between executive function and mathematics achievement
Magnitude processing and executive functions (EFs) have emerged as robust predictors of mathematics achievement. However, the nature of these associations is still unclear. For example, it is uncertain if EFs applied in the context of domain-specific mathematical cognition (i.e., EFs applied while processing numbers) are more closely related to mathematics achievement than EFs applied in nonnumerical, domain-general contexts. Also, how distinct E…
Cognitive and developmental aspects of mathematical skills (2 works) · Developmental psychology (2 works) · Psychology (2 works) · Academic achievement (1 works) · Affect (linguistics (1 works) · Arithmetic (1 works) · Cognition (1 works) · Executive functions (1 works) · Function (biology (1 works) · Mathematics (1 works)