The influence of central executive of working memory on arithmetic cognitive strategies of 113 children in primary 2 by using dual-task paradigm was explored.
运用“双重任务”范式，以113名小学二年级儿童为被试，考察了儿童工作记忆的中央执行对算术认知策略表现的影响。
The influence of central executive of working memory on arithmetic cognitive strategies of 113 children in primary 2 by using dual-task paradigm was explored.
运用“双重任务”范式，以113名小学二年级儿童为被试，考察了儿童工作记忆的中央执行对算术认知策略表现的影响。
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