1.

Sample characteristics (age), descriptive statistics, and t-tests of comparison in age and verbal intelligence indicators.

2.

Sample characteristics (age), descriptive statistics, and t-tests of comparison in age and verbal intelligence indicators.

1.

Order of presentation and distribution of the tests by session.

2.

Order of presentation and distribution of the tests by session.

1.

Means (Standard deviations) of the different tasks administered, by grade.

2.

Means (Standard deviations) of the different tasks administered, by grade.

1.

BF resulting from Bayesian ANOVAs on alerting, cognitive flexibility, and working memory measures in Grade 2.

2.

BF resulting from Bayesian ANOVAs on alerting, cognitive flexibility, and working memory measures in Grade 2.

1.

BF resulting from Bayesian ANOVAs on alerting, cognitive flexibility, and working memory measures in Grade 5.

2.

BF resulting from Bayesian ANOVAs on alerting, cognitive flexibility, and working memory measures in Grade 5.

1.

Means (Standard Deviations) for the arithmetic task administered by grade.

2.

Means (Standard Deviations) for the arithmetic task administered by grade.

1.

The need for a standard for the mathematical pronunciation of the natural numbers. Suggested principles of design. Implementation for English, German, French, Dutch and Danish

2.

The need for a standard for the mathematical pronunciation of the natural numbers. Suggested principles of design. Implementation for English, German, French, Dutch and Danish

3.

The need for a standard for the mathematical pronunciation of the natural numbers. Suggested principles of design. Implementation for English, German, French, Dutch and Danish

4.

The need for a standard for the mathematical pronunciation of the natural numbers. Suggested principles of design. Implementation for English, German, French, Dutch and Danish

5.

The need for a standard for the mathematical pronunciation of the natural numbers. Suggested principles of design. Implementation for English, German, French, Dutch and Danish

6.

The need for a standard for the mathematical pronunciation of the natural numbers. Suggested principles of design. Implementation for English, German, French, Dutch and Danish

7.

The need for a standard for the mathematical pronunciation of the natural numbers. Suggested principles of design. Implementation for English, German, French, Dutch and Danish

8.

The need for a standard for the mathematical pronunciation of the natural numbers. Suggested principles of design. Implementation for English, German, French, Dutch and Danish

9.

The need for a standard for the mathematical pronunciation of the natural numbers. Suggested principles of design. Implementation for English, German, French, Dutch and Danish

1.

Kinder und Mathematik

2.

Kinder und Mathematik

1.

Polygenic scores associated with educational attainment in adults predict educational achievement and ADHD symptoms in children

2.

Polygenic scores associated with educational attainment in adults predict educational achievement and ADHD symptoms in children

1.

Exploring the association between occupational complexity and numeracy

2.

Exploring the association between occupational complexity and numeracy

3.

Exploring the association between occupational complexity and numeracy

4.

Exploring the association between occupational complexity and numeracy

5.

Exploring the association between occupational complexity and numeracy

6.

Exploring the association between occupational complexity and numeracy

7.

Exploring the association between occupational complexity and numeracy

8.

Exploring the association between occupational complexity and numeracy