6 found
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  1.  27
    Sometimes More is Too Much: A Rejoinder to the Commentaries on Greiff et al. (2015).Samuel Greiff, Matthias Stadler, Philipp Sonnleitner, Christian Wolff & Romain Martin - unknown
    In this rejoinder, we respond to two commentaries on the study by Greiff, S.; Stadler, M.; Sonnleitner, P.; Wolff, C.; Martin, R. Sometimes less is more: Comparing the validity of complex problem solving measures. Intelligence 2015, 50, 100–113. The study was the first to address the important comparison between a classical measure of complex problem solving (CPS) and the more recent multiple complex systems (MCS) approach regarding their validity. In the study, we investigated the relations between one classical microworld as (...)
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  2.  37
    Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence.Caroline Hornung, Christine Schiltz, Martin Brunner & Romain Martin - 2014 - Frontiers in Psychology 5.
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  3.  32
    General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach.Caroline Hornung, Romain Martin & Michel Fayol - 2017 - Frontiers in Psychology 8.
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  4.  29
    Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety.Katarzyna Gogol, Martin Brunner, Franzis Preckel, Thomas Goetz & Romain Martin - 2016 - Frontiers in Psychology 7.
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  5.  21
    Taking Language out of the Equation: The Assessment of Basic Math Competence Without Language.Max Greisen, Caroline Hornung, Tanja G. Baudson, Claire Muller, Romain Martin & Christine Schiltz - 2018 - Frontiers in Psychology 9.
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  6.  18
    Eye Movements and Cognitive Strategy in a Fluid Intelligence Test: Item Type Analysis.Paulo G. Laurence, Tatiana P. Mecca, Alexandre Serpa, Romain Martin & Elizeu C. Macedo - 2018 - Frontiers in Psychology 9.
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