The Abecedarian Approach to Social, Educational, and Health Disparities (vol 21, pg 527, 2018)

被引：1
|
作者：
Ramey, Craig T. [1 ,2 ]
机构：
[1] Virginia Tech, VTCRI, 2 Riverside Circle, Roanoke, VA 24016 USA
[2] Virginia Tech, VTCRI, Psychol Neurosci Human Dev & Pediat, 2 Riverside Circle, Roanoke, VA 24016 USA
来源：
CLINICAL CHILD AND FAMILY PSYCHOLOGY REVIEW | 2018年 / 21卷 / 04期
关键词：
Conceptual framework; Disparities; Early childhood education; Early development; Prevention;
D O I：
10.1007/s10567-018-0263-8
中图分类号：
B849 [应用心理学];
学科分类号：
040203 ;
摘要：
In the section Ages 39-45 Outcomes, an error was made by providing details from my ongoing collaborative research with colleagues on neuroanatomical effects (Farah et al 2017) and social decision-making (Luo et al 2017).
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收藏
页码：545 / 545
页数：1
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