Journal of Experimental Child Psychology

Title Publication Date Language Citations
Investigating the predictive roles of working memory and IQ in academic attainment2010/05/01English710
Explicit syllable and phoneme segmentation in the young child1974/10/01English695
“John thinks that Mary thinks that…” attribution of second-order beliefs by 5- to 10-year-old children1985/06/01English682
Operational efficiency and the growth of short-term memory span1982/06/01English662
The persistent sampling bias in developmental psychology: A call to action2017/10/01English470
Assessing phonological awareness in kindergarten children: Issues of task comparability1984/10/01English446
Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement2009/05/01English430
The structure of executive function in 3-year-olds2011/03/01English428
Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis1999/02/01English427
Working memory in children with reading disabilities2006/03/01English394
Numerical and Arithmetical Cognition: A Longitudinal Study of Process and Concept Deficits in Children with Learning Disability2000/11/01English372
Working Memory Impairments in Children with Specific Arithmetic Learning Difficulties1999/11/01English352
A structural analysis of working memory and related cognitive skills in young children2004/02/01English334
Picture Naming by Young Children: Norms for Name Agreement, Familiarity, and Visual Complexity1997/05/01English334
Speech Perception Deficits in Poor Readers: Auditory Processing or Phonological Coding?1997/02/01English332
The Relations between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills: A Longitudinal Study from Second to Fifth Grades2001/06/01English320
Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability2004/06/01English318
Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model2014/05/01English299
Relations of different types of numerical magnitude representations to each other and to mathematics achievement2014/07/01English292
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 study2009/08/01English290
Eye movements and the perceptual span in beginning and skilled readers1986/04/01English287
Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability2004/04/01English286
Orthographic learning at a glance: On the time course and developmental onset of self-teaching2004/04/01English284
Short-Term Memory, Working Memory, and Inhibitory Control in Children with Difficulties in Arithmetic Problem Solving2001/09/01English274
Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers2011/03/01English273
Speech perception and the discrimination of brief auditory cues in reading disabled children1989/10/01English271
Memory in the infant1970/04/01English263
Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States2005/10/01English258
Development of hot and cool executive function during the transition to adolescence2011/03/01English258
Episodic Memory and Autonoetic Conciousness: Developmental Evidence and a Theory of Childhood Amnesia1995/06/01English254