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Richard J Daker

Showing results (1-10 of 15) with videos related to

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Frontiers in Psychology|December 18, 2018
Numerical and Non-numerical Predictors of First Graders' Number-Line Estimation AbilityRichard J Daker, Ian M Lyons
Annals of the New York Academy of Sciences|February 27, 2022
Testing the specificity of links between anxiety and performance within mathematics and spatial reasoningRichard J Daker, Véronic Delage, Erin A Maloney, et al.
Psychological Research|April 10, 2025
An integrated approach to understanding negative math experiencesAnita A Grabowska, Richard J Daker, Katie Ho, et al.
Journal of Experimental Psychology. General|June 21, 2019
Creativity anxiety: Evidence for anxiety that is specific to creative thinking, from STEM to the artsRichard J Daker, Robert A Cortes, Ian M Lyons, et al.
Scientific Reports|February 25, 2023
Evidence for avoidance tendencies linked to anxiety about specific types of thinkingRichard J Daker, Michael S Slipenkyj, Adam E Green, et al.
Canadian Journal of Experimental Psychology = Revue Canadienne De Psychologie Experimentale|April 11, 2024
It is a "small world": Relations between performance on five spatial tasks and five mathematical tasks in undergraduate studentsVéronic Delage, Richard J Daker, Geneviève Trudel, et al.
Psychological Research|April 6, 2025
Correction: Implications of neural integration of math and spatial experiences for math ability and math anxietyRaeanne N Martell, Richard J Daker, H Moriah Sokolowski, et al.
Psychological Research|December 9, 2024
Implications of neural integration of math and spatial experiences for math ability and math anxietyRaeanne N Martell, Richard J Daker, H Moriah Sokolowski, et al.
NPJ Science of Learning|March 22, 2023
Does anxiety explain why math-anxious people underperform in math?Richard J Daker, Sylvia U Gattas, Elizabeth A Necka, et al.
NPJ Science of Learning|June 15, 2021
First-year students' math anxiety predicts STEM avoidance and underperformance throughout university, independently of math abilityRichard J Daker, Sylvia U Gattas, H Moriah Sokolowski, et al.
Pageof 2

Showing results (1-10 of 15) with videos related to

Sort By:
Pageof 2
Frontiers in Psychology|December 18, 2018
Numerical and Non-numerical Predictors of First Graders' Number-Line Estimation AbilityRichard J Daker, Ian M Lyons
Annals of the New York Academy of Sciences|February 27, 2022
Testing the specificity of links between anxiety and performance within mathematics and spatial reasoningRichard J Daker, Véronic Delage, Erin A Maloney, et al.
Psychological Research|April 10, 2025
An integrated approach to understanding negative math experiencesAnita A Grabowska, Richard J Daker, Katie Ho, et al.
Journal of Experimental Psychology. General|June 21, 2019
Creativity anxiety: Evidence for anxiety that is specific to creative thinking, from STEM to the artsRichard J Daker, Robert A Cortes, Ian M Lyons, et al.
Scientific Reports|February 25, 2023
Evidence for avoidance tendencies linked to anxiety about specific types of thinkingRichard J Daker, Michael S Slipenkyj, Adam E Green, et al.
Canadian Journal of Experimental Psychology = Revue Canadienne De Psychologie Experimentale|April 11, 2024
It is a "small world": Relations between performance on five spatial tasks and five mathematical tasks in undergraduate studentsVéronic Delage, Richard J Daker, Geneviève Trudel, et al.
Psychological Research|April 6, 2025
Correction: Implications of neural integration of math and spatial experiences for math ability and math anxietyRaeanne N Martell, Richard J Daker, H Moriah Sokolowski, et al.
Psychological Research|December 9, 2024
Implications of neural integration of math and spatial experiences for math ability and math anxietyRaeanne N Martell, Richard J Daker, H Moriah Sokolowski, et al.
NPJ Science of Learning|March 22, 2023
Does anxiety explain why math-anxious people underperform in math?Richard J Daker, Sylvia U Gattas, Elizabeth A Necka, et al.
NPJ Science of Learning|June 15, 2021
First-year students' math anxiety predicts STEM avoidance and underperformance throughout university, independently of math abilityRichard J Daker, Sylvia U Gattas, H Moriah Sokolowski, et al.
Pageof 2