The influence of classroom seating arrangement on children’s cognitive processes in primary school: the role of individual variables

Author:

Tobia ValentinaORCID,Sacchi SimonaORCID,Cerina Veronica,Manca Sara,Fornara FerdinandoORCID

Funder

Regione Autonoma della Sardegna

Publisher

Springer Science and Business Media LLC

Subject

General Psychology

Reference66 articles.

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3. Baron-Cohen, S., Wheelwright, S., Spong, A., Scahill, V., & Lawson, J. (2001). Studies of theory of mind: Are intuitive physics and intuitive psychology independent. The Core Deficit in Autism and Disorders of Relating and Communicating, 5, 47–78.

4. Bennett, N., & Blundell, D. (1983). Quantity and quality of work in rows and classroom groups. Educational Psychology, 3(2), 93–105. https://doi.org/10.1080/0144341830030201 .

5. Blackmore, J., Bateman, D., Loughlin, J., O’Mara, J., & Loughlin, J. (2011). Research into the connection between built learning spaces and student outcomes: Literature review. Melbourne: Victorian Department of Education and Early Childhood Development. Retrieved from http://www.education.vic.gov.au/Documents/about/programs/infrastructure/ blackmorelearningspaces.Pdf.

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