| LDR | | 00000nmm u2200205 4500 |
| 001 | | 000000331851 |
| 005 | | 20241120153749 |
| 008 | | 181129s2018 ||| | | | eng d |
| 020 | |
▼a 9780438296992 |
| 035 | |
▼a (MiAaPQ)AAI10827085 |
| 035 | |
▼a (MiAaPQ)uci:15138 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 248032 |
| 049 | 1 |
▼f DP |
| 082 | 0 |
▼a 370 |
| 100 | 1 |
▼a Lin, Grace C. |
| 245 | 14 |
▼a The Roles of Language and Executive Function on Early Mathematics among Emergent Bilinguals. |
| 260 | |
▼a [S.l.] :
▼b University of California, Irvine.,
▼c 2018 |
| 260 | 1 |
▼a Ann Arbor :
▼b ProQuest Dissertations & Theses,
▼c 2018 |
| 300 | |
▼a 189 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A. |
| 500 | |
▼a Adviser: Susanne M. Jaeggi. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of California, Irvine, 2018. |
| 520 | |
▼a There is growing recognition that language and executive function may independently affect numerical cognition, but few studies have examined all three constructs simultaneously. In two studies, I examined the relationship between language and m |
| 520 | |
▼a The 11 measures---three for language, four for executive function, and four for mathematics---used in this dissertation were adequately reliable and valid for children attending typical English instruction classes. However, the measures showed a |
| 520 | |
▼a In Study 1, I investigated the relationship between linguistic, executive function, and mathematical skills in predominantly low-SES emergent bilingual kindergartners. Using structural equation modeling, I showed that language has a direct effec |
| 520 | |
▼a In Study 2, I examined how learning a language with a base-10 transparent number system may or may not influence kindergartners' different mathematics performance. Using multiple regressions supplemented by Bayesian analyses, I demonstrated that |
| 520 | |
▼a Findings from this dissertation underscore the importance of considering interrelated constructs in cognitive research, as the story that emerged may broaden our understanding of the mechanism of human cognition. Furthermore, they tentatively sh |
| 590 | |
▼a School code: 0030. |
| 650 | 4 |
▼a Education. |
| 650 | 4 |
▼a Cognitive psychology. |
| 650 | 4 |
▼a Educational psychology. |
| 690 | |
▼a 0515 |
| 690 | |
▼a 0633 |
| 690 | |
▼a 0525 |
| 710 | 20 |
▼a University of California, Irvine.
▼b Education - Ph.D.. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 80-01A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0030 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14998980
▼n KERIS |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a 관리자
▼b 관리자 |