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Mind Brain and Education 封面图

Mind Brain and Education

IF2.2
论文数34
被引数1256
期刊论文 34
发表时间
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We Need an Engineering of Reading: Why the Science of Reading May Not Be Enough我们需要阅读工程学：为什么阅读科学可能还不够
deleteMind Brain and Education
IF2.2
delete2026-05-24
delete1
PREAI
deleteTipton, Elizabeth; Patton-Terry, Nicole
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The Early Years Sign Survey: The Use of Sign by Early Years Practitioners in the UK早期符号调查：英国早期教育从业者的符号使用
deleteMind Brain and Education
IF2.2
delete2026-05-18
delete0
deleteOAAI
deleteKnowland, Victoria C. P.; Waters, Polly
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Going Beyond Correlations: Experimental Methods for Investigating the Role of Executive Functions in the Development of Academic Skills超越相关性：探究执行功能在学术技能发展中的作用的实验方法
deleteMind Brain and Education
IF2.2
delete2026-05-10
delete0
deleteOAAI
deleteEaves, Joanne
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Relationships Between Executive Functions and Disability Type in Students With Dyslexia and/or ADHD: A Meta-Regression阅读障碍和/或注意缺陷多动障碍学生执行功能与残疾类型之间的关系：一项元回归分析
deleteMind Brain and Education
IF2.2
delete2026-04-30
delete0
PREAI
deleteBrown, Alison W.; Cornelius, Colleen; Mecklin, Christopher
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General Anxiety and Reading Achievement as Genetic Sources of Variance in Reading Anxiety一般焦虑和阅读成绩作为阅读焦虑的遗传方差来源
deleteMind Brain and Education
IF2.2
delete2026-04-24
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PREAI
deleteJohnson, Rachelle M.; Estrera, Stephanie; Little, Callie W.; Ganley, Colleen M.; Taylor, Jeanette; Hart, Sara A.
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Implementing Temporal Sampling Theory Through Rhythmic-Melodic Activities in Preschool: A Motor-Rhythm Based Intervention to Enhance Language Skills (vol 20, e70033, 2026)通过节奏-旋律活动在幼儿园实施时序采样理论：一项基于运动-节奏的干预措施以提升语言技能（卷 20，e70033，2026）
deleteMind Brain and Education
IF2.2
delete2026-02-23
delete0
PREAI
deleteCampollo-Urkiza, A.; Lallier, M.; Molinaro, N.; Kalashnikova, M.; Goswami, U.
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Daily Dynamics of Children's Science Learning: Associations With Fluctuations in Attention and Family Stress儿童科学学习的日动态：与注意力和家庭压力波动的关联
deleteMind Brain and Education
IF2.2
delete2026-02-20
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PREAI
deleteKoepp, Andrew E.; Ziv, Maayan S.; Reyes, Lourdes Delgado; Bonawitz, Elizabeth; Mackey, Allyson P.
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Inattention and the Classroom Visual Environment: Evidence of Incidental Learning注意力和课堂视觉环境：意外学习的证据
deleteMind Brain and Education
IF2.2
delete2026-02-17
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PREAI
deleteGodwin, Karrie E.; Fisher, Anna V.
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Relations Between Preferential Looking to Synchronous Audiovisual Speech and Expressive Language in Infants With Autistic and Non-Autistic Siblings自闭症谱系与无自闭症同胞婴儿对同步视听语音的偏好性注视与表达语言之间的关系
deleteMind Brain and Education
IF2.2
delete2026-02-12
delete0
deleteOAAI
deleteClark, S. Madison; Feldman, Jacob I.; Magnuson, Jennifer E.; Pulliam, Grace; Santapuram, Pooja; Bowman, Sarah; Bush, Catherine T.; Dunham-Carr, Kacie; Raj, Sweeya V.; Keceli-Kaysili, Bahar; Lewkowicz, David J.; Woynaroski, Tiffany G.
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Nonmainstream American English Is Related to Reading Comprehension Via Word Reading and Listening Comprehension非主流美国英语通过单词阅读和听力理解与阅读理解相关
deleteMind Brain and Education
IF2.2
delete2026-02-12
delete0
PREAI
deleteGatlin-Nash, Brandy; Kim, Young-Suk Grace
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Is the Treatment Weak or the Test Insensitive? Interrogating the Nature of Treatment Effects on Standardized Tests治疗无效还是测试不敏感？探究治疗效应对标准化测试性质的影响
deleteMind Brain and Education
IF2.2
delete2026-01-19
delete0
deleteOAAI
deleteFrancis, David J.; Kulesz, Paulina A.
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Effect of Physical Exercise at Different Intensities on Attention Ability in 5-6-Year-Old Children不同强度体育锻炼对5-6岁儿童注意能力的影响
deleteMind Brain and Education
IF2.2
delete2026-01-11
delete0
PREAI
deleteLu, Feng; Lan, Han; Ji, Chenyang; Wang, Xinliang; Pan, Xiaoming
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Implementing Temporal Sampling Theory Through Rhythmic-Melodic Activities in Preschool: A Motor-Rhythm Based Intervention to Enhance Language Skills通过节奏-旋律活动在幼儿园中实施时序采样理论：一项基于运动-节奏的干预以提升语言技能
deleteMind Brain and Education
IF2.2
delete2026-01-08
delete1
deleteOAAI
deleteCampollo-urkiza, Arantza; Lallier, Marie; Morinaro, Nicola; Kalashnikova, Marina; Goswami, Usha
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Executive Function Beyond Minority World Contexts: A Call for Culturally Relevant Assessments in Historically Overlooked Populations in Majority World Countries超越少数世界背景的执行功能：对多数世界国家历史上被忽视人群中开展文化相关评估的呼吁
deleteMind Brain and Education
IF2.2
delete2025-12-01
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deleteOAAI
deleteLaurence, Paulo Guirro
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EEG Hyperscanning Is a Feasible Measure of Dyadic Synchrony Between Hospitalized Preterm Infants and Their Caregivers脑电图超扫描是测量住院早产儿与其照护者之间二元同步性的可行方法。
deleteMind Brain and Education
IF2.2
delete2025-12-01
delete0
PREAI
deleteNeel, Mary Lauren; Kjeldsen, Caitlin; Jeanvoine, Arnaud; Maitre, Nathalie L.; Key, Alexandra P.
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Dyslexia Research and Replicability: Should We Be Worried?阅读障碍研究及其可重复性：我们是否应该担忧？
deleteMIND BRAIN AND EDUCATION
IF2.2
delete2025-12-01
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deleteLeung, Anna Yi; Logvinenko, Tatiana; Schmalz, Xenia
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Pressure Points on Representational Quality: Evolving the Traditional Instructional Model for Dyslexia
deleteMIND BRAIN AND EDUCATION
IF2.2
delete2025-11-01
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deleteCompton, Donald L.; Steacy, Laura M.; Borkenhagen, Matthew J. Cooper; Rigobon, Valeria M.; Vazquez, Cristian E.; Smith, Jasmine A.
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Performance Monitoring in Mathematics Learning and Assessment: Error Prediction, Feedback, and the Emotional Burden of Error数学学习与评估中的表现监控：错误预测、反馈及错误的情感负担
deleteMIND BRAIN AND EDUCATION
IF2.2
delete2025-11-01
delete0
deleteOAAI
deleteKim, Minkang; Duncan, Christopher; Sankey, Derek
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Three Related Experimental Pilot Studies Aimed to Innovate Reading Intervention for Students with Word Reading Difficulties三项相关的实验性试点研究旨在创新针对字词阅读困难学生的阅读干预措施。
deleteMIND BRAIN AND EDUCATION
IF2.2
delete2025-10-01
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PREAI
deleteClemens, Nathan H.; Vaughn, Sharon; Roberts, Gregory; Barnes, Marcia
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Latent Profiles and Response to Intervention for Students with Co-Occurring Reading and Attention Difficulties潜类分析及干预响应：针对伴有阅读与注意力困难的学生
deleteMIND BRAIN AND EDUCATION
IF2.2
delete2025-10-01
delete0
PREAI
deleteRoberts, Garrett J.; Kulesz, Paulina A.; Handy, Anna
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