Dana Miller-Cotto
Biographic Data
| ID | 5763028 |
|---|---|
| NAME | Dana Miller-Cotto |
| GIVEN NAMES | Dana |
| FAMILY NAME | Miller-Cotto |
| SIGNATURE | MILLER-COTTO D |
| AFFILIATIONS | Kent State University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Growing up fast, thinking faster
Interplay Between Social–Emotional Competence, Executive Function, and Early Mathematical Skills
This study investigated the developmental cascade from social–emotional competence (SEC) to early mathematical skills via executive function (EF), specifically examining the moderating role of math anxiety (MA) as a resource dampener and gender heterogeneity. Participants included 765 Chinese preschoolers (mean age = 61.08 months; range: 48–82 months). Results indicated that working memory was the most robust EF predictor of mathematical performa…
Variability in math achievement growth among students with early math learning difficulties and the role of school supports
Historical, Methodological, and Philosophical Analysis of the Working Memory Construct
The authors discuss the continued viability of the working memory construct by examining its origin and historical development in the field of psychology and critiquing it on theoretical, philosophical, and methodological grounds. They do so by asking and answering the following questions: (a) When and why did the construct first emerge in psychological theorizing?, (b) What are the historical trends in how has it been defined operationally?, (c)…
The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades
Tracking informal fraction knowledge and its correlates across first grade
Young children have informal knowledge of fractions before learning about fraction symbols in school. In the current study, we followed 103 children in the Mid-Atlantic United States from the fall to the spring of first grade to characterize the development of individual differences in early informal fraction knowledge, as well as its relation to other mathematical and cognitive skills. Most children in our sample showed some early fraction knowl…
Parental Ethnic-Racial Socialization and Children of Color's Academic Success
Increased attention is being placed on the importance of ethnic-racial socialization in children of color's academic outcomes. Synthesizing research on the effects of parental ethnic-racial socialization, this meta-analysis of 37 studies reveals that overall the relation between ethnic-racial socialization and academic outcomes was positive, though the strength varied by the specific academic outcome under consideration, dimension of ethnic-racia…
Ethnic/racial identity and academic achievement
The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades
Tracking informal fraction knowledge and its correlates across first grade
Young children have informal knowledge of fractions before learning about fraction symbols in school. In the current study, we followed 103 children in the Mid-Atlantic United States from the fall to the spring of first grade to characterize the development of individual differences in early informal fraction knowledge, as well as its relation to other mathematical and cognitive skills. Most children in our sample showed some early fraction knowl…
Ethnic/racial identity and academic achievement
Parental Ethnic-Racial Socialization and Children of Color's Academic Success
Increased attention is being placed on the importance of ethnic-racial socialization in children of color's academic outcomes. Synthesizing research on the effects of parental ethnic-racial socialization, this meta-analysis of 37 studies reveals that overall the relation between ethnic-racial socialization and academic outcomes was positive, though the strength varied by the specific academic outcome under consideration, dimension of ethnic-racia…
Historical, Methodological, and Philosophical Analysis of the Working Memory Construct
The authors discuss the continued viability of the working memory construct by examining its origin and historical development in the field of psychology and critiquing it on theoretical, philosophical, and methodological grounds. They do so by asking and answering the following questions: (a) When and why did the construct first emerge in psychological theorizing?, (b) What are the historical trends in how has it been defined operationally?, (c)…
The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades
Tracking informal fraction knowledge and its correlates across first grade
Young children have informal knowledge of fractions before learning about fraction symbols in school. In the current study, we followed 103 children in the Mid-Atlantic United States from the fall to the spring of first grade to characterize the development of individual differences in early informal fraction knowledge, as well as its relation to other mathematical and cognitive skills. Most children in our sample showed some early fraction knowl…
Variability in math achievement growth among students with early math learning difficulties and the role of school supports
Growing up fast, thinking faster
Interplay Between Social–Emotional Competence, Executive Function, and Early Mathematical Skills
This study investigated the developmental cascade from social–emotional competence (SEC) to early mathematical skills via executive function (EF), specifically examining the moderating role of math anxiety (MA) as a resource dampener and gender heterogeneity. Participants included 765 Chinese preschoolers (mean age = 61.08 months; range: 48–82 months). Results indicated that working memory was the most robust EF predictor of mathematical performa…
Psychology (6 works) · Academic achievement (4 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Developmental psychology (4 works) · Cognition (3 works) · Cognitive development (3 works) · Computer Science (3 works) · Mathematics education (3 works) · Social Psychology (3 works) · Education, Achievement, and Giftedness (2 works)