ابراهیمی، حسین و عبداللهی، محمد حسین (1392). مقایسه عملکرد حافظه بینایی-کلامی و ظرفیت حافظه کاری دانش‌آموزان استعدادهای درخشان و دانش‌آموزان عادی. مجله روانشناسی، 17(2)، 140-122.
ارجمندنیا، علی اکبر؛ اسبقی، مونا؛ افروز، غلامعلی و رحمانیان، مهدیه (1395). تاثیر تحریک الکتریکی مستقیم از روی جمجمه (tDCS) بر افزایش حافظه ی فعال کودکان مبتلا به اختلال ریاضی. ناتوانی‌های یادگیری، 6(1)، 25-7.
آقابابایی، سارا، امیری، شعله (1393). بررسی مولفه دیداری- فضایی حافظه فعال و کوتاه مدت در دانش‌آموزان با اختلالات یادگیری و مقایسه با دانش‌آموزان عادی. فصلنامه روانشناسی شناختی، 2 (4)، 9-1.
بزازمنصف، فاطمه، سلیمانی، مهران، شالچی، بهزاد (1396). تأثیر برنامه توانبخشی عصب‌شناختی بر ریاضی و حافظه‌کاری کودکان با اختلال ریاضی عملکرد. مجله دانشگاه علوم پزشکی قم، 11 (5)، 75-63.
ترابی، فاطمه، هاشمی آذر، ژانت، مقدسی، علیرضا، مانی، آرش (1395). بررسی توانایی‌های نیمکره راست و چپ مغز دانش‌آموزان تیزهوش با و بدون اختلال یادگیری. روانشناسی افراد استثنایی، 6(21)، 58 -23.
جوانمرد، غلامحسین و اسدالهی فام، شعله (1396). مقایسه کارکردهای اجرایی کودکان مبتلاء به ناتوانی یادگیری ریاضیات با کودکان دارای ناتوانی خواندن، نوشتن و عادی. عصب روانشناسی، 3(10)، 50-39.
داداشی، سیامک، بافنده، حسن، احمدی، عزت اله، رسولی، حبیب اله (1395). تأثیر تمرینات کامپیوتری حافظه کاری بر پیشرفت تحصیلی دانشجویان. بیهق، 21 (38)، 27-19.
رفیع خواه، محسن؛ ارجمندنیا، علی اکبر؛ مهاجرانی، محمد و نوده ئی، خدیجه (1395). ساخت، هنجاریابی و اعتباریابی آزمون بشرا (سنجش بازداری شناختی). پژوهش‌های علوم شناختی و رفتاری، 6(2)، 14-1.
رهبر کرباسدهی، ابراهیم؛ ابوالقاسمی، عباس؛ حسین خانزاده، عباسعلی و رهبر کرباسدهی، فاطمه (1397). مقایسه مهارت‌های عصب‌شناختی و اجتماعی دانش‌آموزان با و بدون نارسایی حساب. عصب روان شناسی، 4(3)، 122-107.
زحمتکش، زینب، حسینی نسب، داوود، سعادتی شامیر، ابوطالب (1394). بررسی رابطه حافظه فعال و بهره هوشی با پیشرفت تحصیلی دانش‌آموزان دختر یک زبانه و دوزبانه دبیرستان‌های تهران. آموزش و ارزشیابی، 8(32)، 133-111.
زمانی، اصغر و پورآتشی، مهتاب (1396). رابطه حافظه فعال، باورهای خودکارآمدی تحصیلی و اضطراب آزمون با پیشرفت تحصیلی دانش‌آموزان. روان شناسی مدرسه، 6 (4)، 44-25.
سپهوندی، محمدعلی، میردریکوند، فضل اله، حسینی رمقانی، نسرین السادات، پناهی، هادی (1395). مقایسه عملکرد عصب‌شناختی بین سوء مصرف‌کنندگان اپیوئیدها، تحت درمان با متادون و افراد غیر مصرف‌کننده. مجله دانشگاه علوم پزشکی و خدمات بهداشتی درمانی شهید صدوقی یزد، 24(2)، 137-127.
شاهقلیان، مهناز، آزاد فلاح، پرویز، فتحی آشتیانی، علی، و خدادادی، مجتبی (1390). طراحی نسخه نرم افزاری آزمون دسته بندی کارت‌ها ویسکانسین (WCST): مبانی نظری، نحوه ساخت و ویژگی‌های روان سنجی. فصلنامه مطالعات روانشناسی بالینی، 1(4)، 133-111.
عابدی، احمد (1389). اثر مداخلات عصب روان‌شناختی بر بهبود عملکرد تحصیلی کودکان دچار ناتوانی‌های یادگیری ریاضی. تازه‌های علوم شناختی، 12(1)، 16-1.
عزیزی نژاد، بهار (1394). رابطه انواع حافظه با پیشرفت تحصیلی در دانش‌آموزان ابتدایی دارای ناتوانی‌های یادگیری. راهبردهای شناختی در یادگیری، 3(5)، 89-73.
فیض آبادی، رحیم (1395). مقایسه‌ی ادراک زمان، سازماندهی-برنامه‌ریزی و سرعت پردازش در کودکان با و بدون اختلال ریاضی. پایان نامه کارشناسی ارشد آموزش کودکان استثنایی. دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید مدنی آذربایجان.
کمال الدینی، محمدرضا (1395). رابطه‌ی انواع حافظه و سرعت پردازش بینایی و شنوایی با پیشرفت تحصیلی دانشجویان دانشگاه پیام نور بم. پایان نامه کارشناسی ارشد روانشناسی تربیتی. دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی واحد انار.
مبین، فرزین (1394). تأثیر تمرینات ترکیبی بستکبال بر حافظه کاری، ادراک عمق و یادگیری مهارت پاس در کودکان بیش فعال. پایان‌نامه کارشناسی ارشد. دانشکده تربیت بدنی علوم ورزشی، دانشگاه تبریز.
موحدی، احمدرضا، رجبی، حمید، رضوانی بروجنی، الهام (1395). مقایسه اثر تمرینات ایروبیک و پیلاتس بر عملکرد شناختی زنان سالمند. رفتار حرکتی، 8(25)، 46-29.
نریمانی، محمد و سلیمانی، اسماعیل (1392). اثربخشی توان بخشی شناختی بر کارکردهای اجرایی (حافظه کاری و توجه) و پیشرفت تحصیلی دانش‌آموزان دارای اختلال یادگیری ریاضی. ناتوانی‌های یادگیری، 2(3)، 115-91.
Adubasim, I. (2018). Improving Working Memory and Processing Speed of Students with Dyslexia in Nigeria. Journal of Education & Entrepreneurship, 5(2), 103-123. Retrieved from ERIC database. (ED583990)
Al-Hmouz, H., & Abu-Hamour, B. (2017). Do Executive Functions Differentiate Gifted Children, Children at Risk of LDs, and Average Children?. International Journal of Special Education, 32(1), 88-114.
Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20-29. doi:10.1016/j.jecp.2009.11.003
Alloway, T. P., & Elsworth, M. (2012). An investigation of cognitive skills and behavior in high ability students. Learning and Individual Differences, 22, 891–895. doi:10.1016/j.lindif. 2012.02.001
Ameide, L. V. (2017). What distinguishes underachievers from highly achieving gifted children? The relationship between underachievement in gifted and typically developing children and the role of working memory and learning style in this relation (Master's thesis). Retrieved from https://dspace.library.uu.nl/handle/1874/35 2751
Ansari, D. (2010). Neurocognitive approaches to developmental disorders of numerical and mathematical cognition: The perils of neglecting the role of development. Learning and Individual Differences, 20(2), 123-129. doi: 10.1016/j. lindif.2009.06.001
Ansari, D., & Lyons, I. M. (2016). Cognitive neuroscience and mathematics learning: how far have we come? Where do we need to go?. ZDM: The International Journal on Mathematics Education, 48(3), 379-383. doi: 10.1007/s11858-016-0782-z
Arán Filippetti, V., & Richaud, M. C. (2017). A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems. Child Neuropsychology, 23(7), 864-888. doi: 10.1080/09297049.2016.1199665
Ashkenazi, S., Rosenberg-Lee, M., Metcalfe, A. W., Swigart, A. G., & Menon, V. (2013). Visuo–spatial working memory is an important source of domain-general vulnerability in the development of arithmetic cognition. Neuropsychologia, 51(11), 2305-2317. doi: 10.1016/j.neuropsychol ogia.2013.06.031
Bennett-Rappell, H., & Northcote, M. (2016). Underachieving gifted students: Two case studies. Issues in Educational Research, 26(3), 407-430.
Brown, B. (2017). The predictive value of self-regulation to predict the underachievement of gifted preadolescent students (Doctoral dissertation). University of Alabama Libraries, Tuscaloosa, Alabama. Retrieved from https://ir.ua.edu/handle/123456789/3417
Budding, D. & Chidekel, D. (2012). ADHD and Giftedness: A Neurocognitive Consideration of Twice Exceptionality. Applied Neuropsychology: Child, 1(2), 145-151, doi: 10.1080/21622965. 2012.699423
Cirino, P. T., Fuchs, L. S., Elias, J. T., Powell, S. R., & Schumacher, R. F. (2015). Cognitive and mathematical profiles for different forms of learning difficulties. Journal of learning disabilities, 48(2), 156–175. doi: 10.1177/ 0022219413494239
Clements, D. H., Sarama, J., & Germeroth, C. (2016). Learning executive function and early mathematics: Directions of causal relations. Early Childhood Research Quarterly, 36, 79-90. doi: 10.1016/j.ecresq.2015.12.009
Davis, G. A., Rimm, S. B., & Siegle, D. B. (2013). Education of the gifted and talented: Pearson new international (6th edition). Pearson Higher Ed.
De Paula, J. J., Malloy-Diniz, L. F., & Romano-Silva, M. A. (2016). Reliability of working memory assessment in neurocognitive disorders: a study of the Digit Span and Corsi Block-Tapping tasks. Revista Brasileira de Psiquiatria, 38(3), 262-263. doi:10.1590/1516-4446-2015-1879
Deary, I. J., Liewald, D., & Nissan, J. (2011). A free, easy-to-use, computer-based simple and four-choice reaction time programme: the Deary-Liewald reaction time task. Behavior research methods, 43(1), 258-268. doi:10.3758/s13428-010-0024-1
Desoete, A., & Weerdt, F. D. (2013). Can executive functions help to understand children with mathematical learning disorders and to improve instruction? Learning Disabilities: A Contemporary Journal, 11(2), 27-39.
Dumontheil, I., & Klingberg T. (2012). Brain activity during a visuospatial working memory task predicts arithmetical performance 2 years later. Cerebral Cortex 22(5), 1078–1085. doi: 10.1093/cercor/bhr175
Duncan, R., Nguyen, T., Miao, A., McClelland, M., & Bailey, D. (2016). Executive Function and Mathematics Achievement: Are Effects Construct and Time General or Specific?. Society for Research on Educational Effectiveness. Retrieved from ERIC database. (ED567239)
Durand, M., Hulme, C., Larkin, R., & Snowling, M. (2005). The cognitive foundations of reading and arithmetic skills in 7 to 10 year olds. Journal of Experimental Child Psychology, 91(2), 113–136. doi: 10.1016/j. jecp.2005.01.003
Emerson, R. W., & Cantlon, J. F. (2012). Early math achievement and functional connectivity in the fronto-parietal network. Developmental Cognitive Neuroscience, 2, S139-S151. doi: 10.1016/j.dcn.2011.11.003
Fletcher, J. M., & Miciak, J. (2017). Comprehensive cognitive assessments are not necessary for the identification and treatment of learning disabilities. Archives of Clinical Neuropsychology, 32(1), 2-7.
Formoso, J., Injoque-Ricle, I., Barreyro, J. P., Calero, A., Jacubovich, S., & Burín, D. I. (2018). Mathematical cognition, working memory, and processing speed in children. Cognition, Brain, Behavior. An Interdisciplinary Journal, 22(2), 59-84. doi: 10.24193/cbb.2018. 22.05
Friso-van den Bos, I., Van der Ven, S. H. G., Kroesbergen, E. H., & Van Luit, J. E. H. (2013). Working memory and mathematics in primary school children: A meta-analysis. Educational Research Review, 10, 29-44. doi: 10.1016/j. edurev.2013.05.003
Fuchs L.S., Compton D.L., Fuchs D., Paulsen K., Bryant J.D. Hamlett C.L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97(3), 493–513. doi: 10.1037/0022-0663.97.3.493
Geary, D. C. (2011). Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics. Journal of developmental and behavioral pediatrics, 32(3): 250–263. doi:10.1097/DBP.0b013e318209edef
Gilman, B. J., Lovecky, D. V., Kearney, K., Peters, D. B., Wasserman, J. D., Silverman, L. K., ... & Curry, P. H. (2013). Critical issues in the identification of gifted students with co-existing disabilities: the twice-exceptional. Sage Open, 3(3), 1-16. doi: 10.1177/2158244013505855
Gordon, R., Smith-Spark, J. H., Newton, E. J., & Henry, L. A. (2018). Executive Function and Academic Achievement in Primary School Children: The Use of Task-Related Processing Speed. Frontiers in psychology, 9, 582. doi: 10.3389/fpsyg. 2018.00582
Green, C. T., Bunge, S. A., Chiongbian, V. B., Barrow, M., & Ferrer, E. (2017). Fluid reasoning predicts future mathematical performance among children and adolescents. Journal of experimental child psychology, 157, 125-143. doi: 10.1016/ j.jecp.2016.12.005
Hoard, M.K., Geary, D.C., Byrd-Craven, J., & Nugent, L. (2008). Mathematical cognition in intellectually precocious first graders. Developmental Neuropsychology, 33(3), 251–276. doi: 10.1080/87565640801982338
Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in cognitive sciences, 16(3), 174-180. doi: 10.1016/j.tics. 2012.01.006
Iuculano, T., Rosenberg-Lee, M., Richardson, J., Tenison, C., Fuchs, L., Supekar, K., & Menon, V. (2015). Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities. Nature Communications, 6, 8453. doi: 10.1038/ ncomms9453
Jones-Odeh, E., Yonova-Doing, E., Bloch, E., Williams, K. M., Steves, C. J., & Hammond, C. J. (2016). The correlation between cognitive performance and retinal nerve fibre layer thickness is largely explained by genetic factors. Scientific reports, 6, 34116. doi: 10.1038/srep 34116
Kail, R. V., & Ferrer, E. (2007). Processing speed in childhood and adolescence: Longitudinal models for examining developmental change. Child development, 78(6), 1760-1770. doi: 10.1111/j.1467-8624.2007.01088.x
Karaduman, G. B. (2013). Underachievement in gifted students. International Journal on New Trends in Education and Their Implications, 4(4), 165-172.
Kolkman, M. E., Hoijtink, H. J. A., Kroesbergen, E. H., & Leseman, P. P. M. (2013). The role of executive functions in numerical magnitude skills. Learning and Individual Differences, 24, 145-151. Doi:10.1016/j.lindif.2013.01.004
Kornmann, J., Zettler, I., Kammerer, Y., Gerjets, P., & Trautwein, U. (2015). What characterizes children nominated as gifted by teachers? A closer consideration of working memory and intelligence. High Ability Studies, 26, 75-92. doi: 10.1080/ 13598139.2015.1033513
Kotsopoulos, D., & Lee, J. (2012). A naturalistic study of executive function and mathematical problem-solving. The Journal of Mathematical Behavior, 31(2), 196-208. doi: 10.1016/j.jmathb. 2011.12.005
Landis, R. N., & Reschly, A. L. (2013). Reexamining gifted underachievement and dropout through the lens of student engagement. Journal for the Education of the Gifted, 36(2), 220-249. doi: 10.1177/0162353213480864
Latzman, R. D., Elkovitch, N., Young, J., & Clark, L. A. (2010). The contribution of executive functioning to academic achievement among male adolescents. Journal of Clinical and Experimental Neuropsychology, 32(5), 455-462. doi: 10.1080/13803390903164363
Lee, K., Ng, S. F., Pe, M. L., Ang, S. Y., Hasshim, M. N. A. M., & Bull, R. (2012). The cognitive underpinnings of emerging mathematical skills: Executive functioning, patterns, numeracy, and arithmetic. British Journal of Educational Psychology, 82(1), 82-99. doi: 10.1111/j.2044-8279.2010.020 16.x
Leikin, M., Paz-Baruch, N., & Leikin, R. (2013). Memory abilities in generally gifted and excelling in mathematics adolescents. Intelligence, 41, 566-578. doi:10.1016/j.i nte ll.2013.07.018
Li, Y., & Geary D. C. (2017) Children’s visuospatial memory predicts mathematics achievement through early adolescence. PLoS ONE, 12(2): e0172046, 1-11. doi: 10.1371/ journal.pone.0172046
Li, Y., & Geary, D. C. (2013). Developmental gains in visuospatial memory predict gains in mathematics achievement. PloS one, 8(7), e70160. 1-9. doi: 10.1371/journal.pone. 0070160
Major, J. (2017). A Change Plan for Underachieving Gifted Children (Doctoral dissertation). Retrieved from https://digital commons.nl.edu/diss/252.
McAuley, T., White, D. A. (2011). A latent variables examination of processing speed, response inhibition, and working memory during typical development. Journal of Experimental Child Psychology, 108(3), 453–468. doi: 10.1016/j.jecp.2010.08.009
Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. (2nd ed.). New York: Guilford.
Miñano, P., Castejón, J. L. Gilar, R., & Veas, A. (2016). The SAAS-R: A new instrument to assess the school attitudes of students with high and low academic achievement in Spain. Measurement and Evaluation in Counseling and Development, 50 (1-2), 58-70, doi: 10.1080/07481756.2017. 1325701
Moradi, A., Sadri Damirchi, E., Narimani, M., Esmaeilzadeh, S., Dziembowska, I., Azevedo, L.., & do Prado, W. L. (2019). Association between Physical and Motor Fitness with Cognition in Children. Medicina, 55(1), 7; doi: 10.3390/medicina 55010007
Munro, J. K. (2013). Session K - High ability learning and brain processes: how neuroscience can help us understand how gifted and talented students learn and the implications for teaching. 2009 - 2018 ACER Research Conferences. 18. Retrieved from https://research.aceredu.au/ research_ conference/RC2013/5august/18
Nesbitt, K. T., Farran, D. C., & Fuhs, M. W. (2015). Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors. Developmental psychology, 51(7), 865-878. doi: 10.1037/dev0000021
Paz-Baruch, N., Leikin, M., & Leikin, R. (2013, February). Memory and Speed of Processing In General Gifted and Excelling In Mathematics Students. Paper presented at the Eighth Congress of European Research in Mathematics Education. Antalya-Turkey. Retrieved from http://cerme8. metu.edu.tr/wgpapers/WG7/WG7_Leikin.pdf.
Paz-Baruch, N., Leikin, M., Aharon-Peretz, J., & Leikin, R. (2014). Speed of information processing in generally gifted and excelling in mathematics adolescents. High Ability Studies, 25(2), 143-167. doi:10.1080/13598139.2014.971 102
Peng, P., Namkung, J., Barnes, M., & Sun, C. (2016). A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics. Journal of Educational Psychology, 108(4), 455-473. doi: 10.1037 /edu0000079
Pepanyan, M., Fisher, M., & Wallican-Green, A. (2018). Faces on Mars lesson: Incorporating art, thinking skills, and disability differentiation strategies for twice-exceptional gifted students. Journal of STEM Arts, Crafts, and Constructions, 3(1), 93-102.
Peterson, R. L., Boada, R., McGrath, L. M., Willcutt, E. G., Olson, R. K., & Pennington, B. F. (2017). Cognitive prediction of reading, math, and attention: Shared and unique influences. Journal of learning disabilities, 50(4), 408-421. doi: 10.1177/0022219415618500
Pfeiffer, S. I. (2015). Gifted students with a coexisting disability: The twice exceptional. Estudos de Psicologia (Campinas), 32(4), 717-727. doi: 10.1590/0103- 166X2015000 400015
Proctor, B. E., Floyd, R. G., & Shaver, R. B. (2005). Cattell-Horn-Carroll Broad Cognitive Ability Profiles of Low Math Achievers. Psychology in the Schools, 42(1), 1-12. doi: 10.1002/pits.20030.
Renzulli, J. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted Child Quarterly, 56(3), 150-159.
Rivera, S. M., Reiss, A. L., Eckert, M. A., & Menon, V. (2005). Developmental changes in mental arithmetic: evidence for increased functional specialization in the left inferior parietal cortex. Cerebral cortex, 15(11), 1779-1790. doi: 10.1093/cercor/bhi055
Rotzer, S., Loenneker, T., Kucian, K., Martin, E., Klaver, P., von Aster, M. (2009). Dysfunctional neural network of spatial working memory contributes to developmental dyscalculia. Neuropsychologia, 47(13), 2859–2865. doi: 10.1016/j.neuropsychologia.2009.06.009
Shapiro, B. K. (2011). Academic Underachievement: A Neurodevelopmental Perspective. Revista Médica Clínica Las Condes, 22(2), 211-217.
Stoeger, H., Suggate, S., & Ziegler, A. (2013). Identifying the causes of underachievement: A plea for the inclusion of fine motor skills. Psychological Test and Assessment Modeling, 55(3), 274-288
Strauss, E., Sherman, E. M., & Spreen, O. (2006). A compendium of neuropsychological tests: Administration, norms, and commentary. New York: Oxford University Press.
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3–54. doi: 10.1177/1529100611418056
Swanson, H. L., & Beebe-Frankenberger, M. (2004). The Relationship between Working Memory and Mathematical Problem Solving in Children at Risk for Math Disabilities. Journal of Education Psychology, 96, 471-491. doi: 10.1037/0022-0663.96.3.471
Taub, G. E., Keith, T. Z., Floyd, R. G., & Mcgrew, K. S. (2008). Effects of general and broad cognitive abilities on mathematics achievement. School Psychology Quarterly, 23(2), 187-198. doi:10.1037/1045-3830.23. 2.187
Vaivre-Douret, L. (2011). Developmental and cognitive characteristics of “high-level potentialities” (highly gifted) children. International Journal of Pediatrics, 2011, 420297. doi: 10.1155/2011/420297
Van de Weijer-Bergsma, E., Kroesbergen, E. H., & Van Luit, J. E. (2015). Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary school. Memory & cognition, 43(3), 367-78. doi: 10.3758/s13 421-014-0480-4
Van der Ven, S. H., Kroesbergen, E. H., Boom, J., & Leseman, P. P. (2012). The development of
executive functions and early mathematics: A dynamic relationship. British Journal of Educational Psychology, 82(1), 100-119. doi: 10.1111/j. 2044-8279.2011.02035.x
Veas A, Gilar R, Miñano P and Castejón JL (2016). Estimation of the Proportion of Underachieving Students in Compulsory Secondary Education in Spain: An pplication of the Rasch Model. Frontiers in Psychology, (7), Article 303, 1-9. doi: 10.3389/fpsyg.2016.00303
Walker, S. P., Chang, S. M., Younger, N., & Grantham‐Mcgregor, S. M. (2010). The effect of psychosocial
stimulation on cognition and behaviour at 6 years in a cohort of term, low‐birthweight Jamaican children. Developmental Medicine & Child Neurology, 52(7), e148-e154. doi: 10.1111/j.1469-8749.2010.03637.x
Wu, J. (2016). Gifted underachievement: The causes of gifted underachievement, and interventions to reverse this pattern. ANU Undergraduate Research Journal, 8, 13-26. Retrieved from https://studentjournals.anu. edu.au/index.php/aurj/article/view/13.
Zhang, L., Gan, J.Q., & Wang, H. (2015). Localization of neural efficiency of the mathematically gifted brain through a feature subset selection method. Cognitive Neuro-dynamics, 9(5), 495-508. doi:10.1007/s11571-015-9345-1
)