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Journal of Experimental Child Psychology|May 12, 2009
Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: findings from a 3-year longitudinal studyKristin Krajewski, Wolfgang SchneiderChild Development|August 11, 2017
Specific Preschool Executive Functions Predict Unique Aspects of Mathematics Development: A 3-Year Longitudinal StudyStefanie Simanowski, Kristin KrajewskiFrontiers in Psychology|September 4, 2024
From developmental theory to effective training: long-term and transfer effects of promoting the quantity-to-number word linkage in first-graders at risk for mathematical difficultiesMarco Ennemoser, Daniel Sinner, Linda Nguyen, et al.Journal of Experimental Child Psychology|May 26, 2004
The development of young children's memory strategies: First findings from the Würzburg Longitudinal Memory StudyWolfgang Schneider, Veronika Kron, Michael Hünnerkopf, et al.The British Journal of Developmental Psychology|October 17, 2013
The relationships between quantity-number competencies, working memory, and phonological awareness in 5- and 6-year-oldsKurt Michalczyk, Kristin Krajewski, Anna-Lena Preβler, et al.Pageof 1