L. Nugent

发表

The role of attention in the development of short-term memory: age differences in the verbal span of apprehension.

N. Cowan, L. Nugent, E. Elliott, 1999, Child development.

Two separate verbal processing rates contributing to short-term memory span.

N. Cowan, T. Keller, L. Nugent, 1998, Journal of experimental psychology. General.

The role of absolute and relative amounts of time in forgetting within immediate memory: The case of tone-pitch comparisons

N. Cowan, L. Nugent, J. S. Saults, 1997 .

There Are Two Word-Length Effects in Verbal Short-Term Memory: Opposed Effects of Duration and Complexity

M. Treisman, N. Cowan, L. Nugent, 1997 .

The ravages of absolute and relative amounts of time on memory.

S. Saults, N. Cowan, L. Nugent, 2001 .

Adolescents’ Functional Numeracy Is Predicted by Their School Entry Number System Knowledge

Mary K. Hoard, Drew H. Bailey, D. Geary, 2013, PloS one.

Boys' Advantage on the Fractions Number Line is Mediated by Visuospatial Attention: Evidence for a Parietal-Spatial Contribution to Number Line Learning.

John E. Scofield, Mary K. Hoard, D. Geary, 2020, Developmental science.

Competence with fractions predicts gains in mathematics achievement.

Mary K. Hoard, Drew H. Bailey, D. Geary, 2012, Journal of experimental child psychology.

Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability.

Mary K. Hoard, D. Geary, M. Hoard, 2007, Child development.

Persistence of memory for ignored lists of digits: areas of developmental constancy and change.

N. Cowan, L. Nugent, E. Elliott, 2000, Journal of experimental child psychology.

Sex Differences in Mathematics Anxiety and Attitudes: Concurrent and Longitudinal Relations to Mathematical Competence.

John E. Scofield, Mary K. Hoard, D. Geary, 2019, Journal of educational psychology.

Developmental Foundations of Children's Fraction Magnitude Knowledge.

Jeffrey N. Rouder, Mary K. Hoard, J. Rouder, 2016, Cognitive development.

Preschool deficits in cardinal knowledge and executive function contribute to longer-term mathematical learning disability.

John E. Scofield, Mary K. Hoard, D. Geary, 2019, Journal of experimental child psychology.

Is There a Temporal Basis of the Word Length Effect? A Response to Service (1998)

N. Cowan, L. Nugent, E. Elliott, 2000, The Quarterly journal of experimental psychology. A, Human experimental psychology.

Predicting Age of Becoming a Cardinal Principle Knower

Mary K. Hoard, D. Geary, M. Hoard, 2019, Journal of educational psychology.

Development of Number Line Representations in Children With Mathematical Learning Disability

David C. Geary, Mary K. Hoard, D. Geary, 2008, Developmental neuropsychology.

In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement.

John E. Scofield, Mary K. Hoard, D. Geary, 2020, Journal of educational psychology.

Individual differences in algebraic cognition: Relation to the approximate number and semantic memory systems.

Jeffrey N. Rouder, Mary K. Hoard, J. Rouder, 2015, Journal of experimental child psychology.

Mathematical Cognition Deficits in Children With Learning Disabilities and Persistent Low Achievement: A Five-Year Prospective Study.

Mary K. Hoard, Drew H. Bailey, D. Geary, 2012, Journal of educational psychology.

Comorbid Learning Difficulties in Reading and Mathematics: The Role of Intelligence and In-Class Attentive Behavior

John E. Scofield, Mary K. Hoard, D. Geary, 2020, Frontiers in Psychology.

Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System Knowledge

Jeffrey N. Rouder, Mary K. Hoard, J. Rouder, 2018, Psychological science.

The Microanalysis of Memory Span and Its Development in Childhood

N. Cowan, L. Nugent, E. Elliott, 1999 .

First-Grade Predictors of Mathematical Learning Disability: A Latent Class Trajectory Analysis.

Mary K. Hoard, Drew H. Bailey, D. Geary, 2009, Cognitive development.

Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems.

Mary K. Hoard, D. Geary, M. Hoard, 2012, Journal of experimental child psychology.

Developmental Neuropsychology Mathematical Cognition in Intellectually Precocious First Graders

Mary K. Hoard, D. Geary, M. Hoard, 2008 .

Mathematics Clusters Reveal Strengths and Weaknesses in Adolescents’ Mathematical Competencies, Spatial Abilities, and Mathematics Attitudes

John E. Scofield, Mary K. Hoard, D. Geary, 2021, Journal of cognition and development : official journal of the Cognitive Development Society.

Sex Differences in Developmental Pathways to Mathematical Competence.

Mary K. Hoard, D. Geary, L. Nugent, 2022, Journal of educational psychology.

Rethinking Speed Theories of Cognitive Development

Nelson Cowan, N. Cowan, L. Nugent, 2006, Psychological science.

Mathematical Cognition in Intellectually Precocious First Graders

Mary K. Hoard, D. Geary, L. Nugent, 2008, Developmental neuropsychology.

Boys' visuospatial abilities compensate for their relatively poor in-class attentive behavior in learning mathematics.

Mary K. Hoard, D. Geary, L. Nugent, 2021, Journal of experimental child psychology.

In press, Psychological Science Rethinking Speed Theories of Cognitive Development: Increasing the Rate of Recall Without Affecting Accuracy

N. Cowan, L. Nugent, E. Elliott, 2005 .