| 000 | 01099nam a22002417a 4500 | ||
|---|---|---|---|
| 003 | OSt | ||
| 005 | 20260323194324.0 | ||
| 008 | 251006b |||||||| |||| 00| 0 eng d | ||
| 040 | _c0 | ||
| 082 | _aDper 370.15 J826 January-April 2024 v. 116 n. 1-3 | ||
| 100 |
_aJames-Brabham, Ella. _eauthor. _968546 |
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| 245 |
_aNo evidence that playing a linear number board game improves numerical skills beyond teaching as usual : _ba randomized controlled trial in 4- to 5-year-old primary school children / _cElla James-Brabham, Tim Jay, and Francesco Sella. |
||
| 260 |
_aWashington, DC ; _bAmerican Psychological Association , _cApril 2024. |
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| 300 |
_aVolume 116, pages 411-425 : _billustration ; _c28 cm. |
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| 500 | _aJournal of Educational Psychology, vol. 116, no. 1-3, pages 411-425, January-April 2024. | ||
| 650 | 0 |
_a Disadvantaged _969830 |
|
| 650 | 0 |
_aEducational Games. _966442 |
|
| 650 | 0 |
_aInstructional effectiveness. _964936 |
|
| 700 |
_aJames-Brabham, Ella. _eauthor. _968546 |
||
| 710 |
_aJay, Tim. _eauthor. _968547 |
||
| 711 |
_aSella, Francesco. _jauthor. _968548 |
||
| 942 |
_2ddc _cPER |
||
| 999 |
_c23990 _d23990 |
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