# | Title | Journal | Year | Citations |
---|
1 | “John thinks that Mary thinks that…” attribution of second-order beliefs by 5- to 10-year-old children | Journal of Experimental Child Psychology | 1985 | 1,122 |
2 | Explicit syllable and phoneme segmentation in the young child | Journal of Experimental Child Psychology | 1974 | 1,106 |
3 | Operational efficiency and the growth of short-term memory span | Journal of Experimental Child Psychology | 1982 | 1,004 |
4 | Investigating the predictive roles of working memory and IQ in academic attainment | Journal of Experimental Child Psychology | 2010 | 911 |
5 | Assessing phonological awareness in kindergarten children: Issues of task comparability | Journal of Experimental Child Psychology | 1984 | 659 |
6 | The persistent sampling bias in developmental psychology: A call to action | Journal of Experimental Child Psychology | 2017 | 605 |
7 | Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement | Journal of Experimental Child Psychology | 2009 | 565 |
8 | Working memory in children with reading disabilities | Journal of Experimental Child Psychology | 2006 | 553 |
9 | Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis | Journal of Experimental Child Psychology | 1999 | 552 |
10 | The structure of executive function in 3-year-olds | Journal of Experimental Child Psychology | 2011 | 551 |
11 | Numerical and Arithmetical Cognition: A Longitudinal Study of Process and Concept Deficits in Children with Learning Disability | Journal of Experimental Child Psychology | 2000 | 508 |
12 | Working Memory Impairments in Children with Specific Arithmetic Learning Difficulties | Journal of Experimental Child Psychology | 1999 | 503 |
13 | Episodic Memory and Autonoetic Conciousness: Developmental Evidence and a Theory of Childhood Amnesia | Journal of Experimental Child Psychology | 1995 | 497 |
14 | Speech Perception Deficits in Poor Readers: Auditory Processing or Phonological Coding? | Journal of Experimental Child Psychology | 1997 | 494 |
15 | Eye movements and the perceptual span in beginning and skilled readers | Journal of Experimental Child Psychology | 1986 | 433 |
16 | Relations among musical skills, phonological processing, and early reading ability in preschool children | Journal of Experimental Child Psychology | 2002 | 432 |
17 | A structural analysis of working memory and related cognitive skills in young children | Journal of Experimental Child Psychology | 2004 | 430 |
18 | Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability | Journal of Experimental Child Psychology | 2004 | 430 |
19 | Do Words Facilitate Object Categorization in 9-Month-Old Infants? | Journal of Experimental Child Psychology | 1997 | 417 |
20 | Memory in the infant | Journal of Experimental Child Psychology | 1970 | 416 |
21 | Picture Naming by Young Children: Norms for Name Agreement, Familiarity, and Visual Complexity | Journal of Experimental Child Psychology | 1997 | 412 |
22 | Conjugate reinforcement of infant exploratory behavior | Journal of Experimental Child Psychology | 1969 | 406 |
23 | The Relations between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills: A Longitudinal Study from Second to Fifth Grades | Journal of Experimental Child Psychology | 2001 | 404 |
24 | Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability | Journal of Experimental Child Psychology | 2004 | 402 |
25 | Children’s development of analogical reasoning: Insights from scene analogy problems | Journal of Experimental Child Psychology | 2006 | 384 |
26 | Speech perception and the discrimination of brief auditory cues in reading disabled children | Journal of Experimental Child Psychology | 1989 | 381 |
27 | Relations of different types of numerical magnitude representations to each other and to mathematics achievement | Journal of Experimental Child Psychology | 2014 | 376 |
28 | 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 study | Journal of Experimental Child Psychology | 2009 | 373 |
29 | Short-Term Memory, Working Memory, and Inhibitory Control in Children with Difficulties in Arithmetic Problem Solving | Journal of Experimental Child Psychology | 2001 | 372 |
30 | Speech perception and memory coding in relation to reading ability | Journal of Experimental Child Psychology | 1983 | 370 |
31 | Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model | Journal of Experimental Child Psychology | 2014 | 368 |
32 | Developmental changes in memory source monitoring | Journal of Experimental Child Psychology | 1991 | 366 |
33 | Working memory development in monolingual and bilingual children | Journal of Experimental Child Psychology | 2013 | 365 |
34 | Mathematical Problem Solving and Working Memory in Children with Learning Disabilities: Both Executive and Phonological Processes Are Important | Journal of Experimental Child Psychology | 2001 | 364 |
35 | Orthographic learning at a glance: On the time course and developmental onset of self-teaching | Journal of Experimental Child Psychology | 2004 | 358 |
36 | Belief revision in children: The role of prior knowledge and strategies for generating evidence | Journal of Experimental Child Psychology | 1990 | 350 |
37 | Infant pattern vision: A new approach based on the contrast sensitivity function | Journal of Experimental Child Psychology | 1981 | 349 |
38 | Joint drumming: Social context facilitates synchronization in preschool children | Journal of Experimental Child Psychology | 2009 | 348 |
39 | Developmental dyslexia in different languages: Language-specific or universal? | Journal of Experimental Child Psychology | 2003 | 344 |
40 | Numerical and Arithmetical Cognition: Patterns of Functions and Deficits in Children at Risk for a Mathematical Disability | Journal of Experimental Child Psychology | 1999 | 343 |
41 | Speech rate and the development of short-term memory span | Journal of Experimental Child Psychology | 1984 | 340 |
42 | 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 States | Journal of Experimental Child Psychology | 2005 | 339 |
43 | The predictive value of numerical magnitude comparison for individual differences in mathematics achievement | Journal of Experimental Child Psychology | 2009 | 339 |
44 | Early understanding of perception as a source of knowledge | Journal of Experimental Child Psychology | 1989 | 337 |
45 | Development of hot and cool executive function during the transition to adolescence | Journal of Experimental Child Psychology | 2011 | 337 |
46 | Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers | Journal of Experimental Child Psychology | 2011 | 332 |
47 | Conservation acquisition: A problem of learning to attend to relevant attributes | Journal of Experimental Child Psychology | 1969 | 329 |
48 | Explicit versus implicit instruction in phonemic awareness | Journal of Experimental Child Psychology | 1990 | 328 |
49 | What Infant Memory Tells Us about Infantile Amnesia: Long-Term Recall and Deferred Imitation | Journal of Experimental Child Psychology | 1995 | 323 |
50 | The development of grapheme-phoneme correspondence in normal and dyslexic readers | Journal of Experimental Child Psychology | 1980 | 322 |