The contribution of executive functions in predicting mathematical creativity in typical elementary school classes: A twofold role for updating

dc.contributor.author	Stolte, M.
dc.contributor.author	García Fernández, Trinidad
dc.contributor.author	Van Luit, J. E. H.
dc.contributor.author	Oranje, B.
dc.contributor.author	Kroesbergen, E. H.
dc.date.accessioned	2020-09-24T07:44:32Z
dc.date.available	2020-09-24T07:44:32Z
dc.date.issued	2020
dc.identifier.citation	Journal of Intelligence, 8(2), p. 1, 26-20 (2020); doi:10.3390/jintelligence8020026
dc.identifier.issn	2079-3200
dc.identifier.uri	http://hdl.handle.net/10651/56828
dc.format.extent	p. 1, 26-20
dc.language.iso	eng
dc.relation.ispartof	Journal of Intelligence
dc.rights	© 2020 Stolte et al.
dc.rights	CC Reconocimiento 4.0 Internacional
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.source	Scopus
dc.source.uri	https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086665903&doi=10.3390%2fjintelligence8020026&partnerID=40&md5=df901825da8de06217c67373737350df
dc.title	The contribution of executive functions in predicting mathematical creativity in typical elementary school classes: A twofold role for updating
dc.type	journal article
dc.identifier.doi	10.3390/jintelligence8020026
dc.relation.publisherversion	http://dx.doi.org/10.3390/jintelligence8020026
dc.rights.accessRights	open access
dc.type.hasVersion	VoR

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