Longitudinal and cross-sectional perspectives on elementary school children's post-error slowing in reading and arithmetic.
- DOI
- 10.1111/bjep.70129
- Published
- 2026 Sep 24
- Container
- The British journal of educational psychology
- Publisher
- Not recorded
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.1111/bjep.70129,
title = {Longitudinal and cross-sectional perspectives on elementary school children's post-error slowing in reading and arithmetic.},
author = {Roebers CM and Menath D and Özmen H and Ger E},
year = {2026},
journal = {The British journal of educational psychology},
doi = {10.1111/bjep.70129},
url = {https://doi.org/10.1111/bjep.70129}
}RIS
TY - JOUR TI - Longitudinal and cross-sectional perspectives on elementary school children's post-error slowing in reading and arithmetic. AU - Roebers CM AU - Menath D AU - Özmen H AU - Ger E PY - 2026 JO - The British journal of educational psychology DO - 10.1111/bjep.70129 UR - https://doi.org/10.1111/bjep.70129 ER -
APA
CM, R., D, M., H, Ö., & E, G. (2026). Longitudinal and cross-sectional perspectives on elementary school children's post-error slowing in reading and arithmetic.. The British journal of educational psychology. https://doi.org/10.1111/bjep.70129
Source records
- pubmed · retrieved 2026-09-25T14:29:04.927Z