Kimberly G Noble

Summary

Affiliation: University of Pennsylvania
Country: USA

Publications

  1. ncbi Neurocognitive correlates of socioeconomic status in kindergarten children
    Kimberly G Noble
    Sackler Institute for Developmental Psychobiology, 1300 York Avenue, Box 140, New York, NY 10021, USA
    Dev Sci 8:74-87. 2005
  2. ncbi Reading development and impairment: behavioral, social, and neurobiological factors
    Kimberly G Noble
    Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, New York, USA
    J Dev Behav Pediatr 26:370-8. 2005
  3. ncbi Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors
    Kimberly G Noble
    Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, NY 10021, USA
    Dev Sci 9:642-54. 2006
  4. ncbi Academic achievement varies with gestational age among children born at term
    Kimberly G Noble
    Department of Pediatrics, Columbia University, 630 W 168th St, P and S Box 16, New York, NY 10033, USA
    Pediatrics 130:e257-64. 2012
  5. ncbi The development of reading impairment: a cognitive neuroscience model
    Bruce D McCandliss
    Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, New York 10021, USA
    Ment Retard Dev Disabil Res Rev 9:196-204. 2003
  6. ncbi Socioeconomic gradients predict individual differences in neurocognitive abilities
    Kimberly G Noble
    University of Pennsylvania Center for Cognitive Neuroscience, PA, USA
    Dev Sci 10:464-80. 2007
  7. ncbi Neuroscience perspectives on disparities in school readiness and cognitive achievement
    Kimberly G Noble
    Center for Cognitive Neuroscience, University of Pennsylvania, USA
    Future Child 15:71-89. 2005

Detail Information

Publications7

  1. ncbi Neurocognitive correlates of socioeconomic status in kindergarten children
    Kimberly G Noble
    Sackler Institute for Developmental Psychobiology, 1300 York Avenue, Box 140, New York, NY 10021, USA
    Dev Sci 8:74-87. 2005
    ....
  2. ncbi Reading development and impairment: behavioral, social, and neurobiological factors
    Kimberly G Noble
    Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, New York, USA
    J Dev Behav Pediatr 26:370-8. 2005
    ..The importance of appropriate control groups is stressed, as well as the ultimate goal of designing reading interventions that target individual needs...
  3. ncbi Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors
    Kimberly G Noble
    Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, NY 10021, USA
    Dev Sci 9:642-54. 2006
    ..Socioeconomic background factors are thus found to modulate brain-behavior relationships in reading, indicating that cognitive, social, and neurobiological influences on reading development are fundamentally intertwined...
  4. ncbi Academic achievement varies with gestational age among children born at term
    Kimberly G Noble
    Department of Pediatrics, Columbia University, 630 W 168th St, P and S Box 16, New York, NY 10033, USA
    Pediatrics 130:e257-64. 2012
    ..The goal of this study was to examine the degree to which children born within the "normal term" range of 37 to 41 weeks' gestation vary in terms of school achievement...
  5. ncbi The development of reading impairment: a cognitive neuroscience model
    Bruce D McCandliss
    Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, New York 10021, USA
    Ment Retard Dev Disabil Res Rev 9:196-204. 2003
    ..We also discuss recent efforts to understand the impact of successful reading interventions in terms of changes within cortical circuits associated with reading ability...
  6. ncbi Socioeconomic gradients predict individual differences in neurocognitive abilities
    Kimberly G Noble
    University of Pennsylvania Center for Cognitive Neuroscience, PA, USA
    Dev Sci 10:464-80. 2007
    ..SES explained over 30% of the variance in language, and a smaller but highly significant portion of the variance in most other systems. Statistically mediating factors and possible interventional approaches are discussed...
  7. ncbi Neuroscience perspectives on disparities in school readiness and cognitive achievement
    Kimberly G Noble
    Center for Cognitive Neuroscience, University of Pennsylvania, USA
    Future Child 15:71-89. 2005
    ..The authors look ahead to the day when effective educational interventions can begin to close racial and socioeconomic gaps in readiness and achievement...