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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Correction to: Differential Effectiveness of an Inferential Reading Comprehension Intervention for Struggling Middle School Readers in Relation to Mind-wandering, Anxiety, Mindset, and English Learner Status [<Journal>] Martinez-Lincoln, Amanda [Verfasser]; Barnes, Marcia A. [Verfasser]; Clemens, Nathan H. [Verfasser] DNB Subject Category Language Show details 2 The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers [<Journal>] Martinez-Lincoln, Amanda [Verfasser]; Barnes, Marcia A. [Verfasser]; Clemens, Nathan H. [Verfasser] DNB Subject Category Language Show details 3 The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers Martinez-Lincoln, Amanda; Barnes, Marcia A.; Clemens, Nathan H. In: Ann Dyslexia (2021) BASE Show details 4 Arithmetic memory networks established in childhood are changed by experience in adulthood Martinez-Lincoln, Amanda; Cortinas, Christina; Wicha, Nicole Y. Y.. - 2014 Abstract: Adult bilinguals show stronger access to multiplication tables when using the language in which they learned arithmetic during childhood (LA+) than the other language (LA−), implying language-specific encoding of math facts. However, most bilinguals use LA+ throughout their life, confounding the impact of encoding and use. We tested if using arithmetic facts in LA− could reduce this LA− disadvantage. We measured event related brain potentials while bilingual teachers judged the correctness of multiplication problems in each of their languages. Critically, each teacher taught arithmetic in either LA+ or LA−. Earlier N400 peak latency was observed in both groups for the teaching than non-teaching language, showing more efficient access to these facts with use. LA+ teachers maintained an LA+ advantage, while LA− teachers showed equivalent N400 congruency effects (for incorrect versus correct solutions) in both languages. LA− teachers also showed a late positive component that may reflect conflict monitoring between their LA+ and a strong LA−. Thus, the LA− disadvantage for exact arithmetic established in early bilingual education can be mitigated by later use of LA−. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4267922/ http://www.ncbi.nlm.nih.gov/pubmed/25445361 https://doi.org/10.1016/j.neulet.2014.11.010 BASE Hide details

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