Peter Bryant

Affiliations: 
Department of Education University of Oxford, Oxford, United Kingdom 
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"Peter Bryant"
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Children

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Andy J. Bremner grad student
J. Gavin Bremner grad student Oxford
Usha Goswami grad student Cambridge
Paul Harris grad student Oxford
Charles Hulme grad student Oxford
Nenagh Kemp grad student
Annukka Lehtonen grad student Oxford
Sarah Squire grad student Oxford
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Publications

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Bryant P, Nunes T, Barros R. (2014) The connection between children's knowledge and use of grapho-phonic and morphemic units in written text and their learning at school. The British Journal of Educational Psychology. 84: 211-25
Hallett D, Nunes T, Bryant P, et al. (2012) Individual differences in conceptual and procedural fraction understanding: the role of abilities and school experience. Journal of Experimental Child Psychology. 113: 469-86
Nunes T, Bryant P, Barros R, et al. (2012) The relative importance of two different mathematical abilities to mathematical achievement. The British Journal of Educational Psychology. 82: 136-56
Howe C, Nunes T, Bryant P. (2010) Intensive quantities: why they matter to developmental research. The British Journal of Developmental Psychology. 28: 307-29
Nunes T, Bryant P, Burman D, et al. (2009) Deaf children's informal knowledge of multiplicative reasoning. Journal of Deaf Studies and Deaf Education. 14: 260-77
Bremner AJ, Bryant PE, Mareschal D. (2006) Object-centred spatial reference in 4-month-old infants. Infant Behavior & Development. 29: 1-10
Lehtonen A, Bryant P. (2005) Doublet challenge: form comes before function in children's understanding of their orthography. Developmental Science. 8: 211-7
Squire S, Davies C, Bryant P. (2004) Does the cue help? Children's understanding of multiplicative concepts in different problem contexts. The British Journal of Educational Psychology. 74: 515-32
Kemp N, Bryant P. (2003) Do beez buzz? Rule-based and frequency-based knowledge in learning to spell plural -s. Child Development. 74: 63-74
Squire S, Bryant P. (2002) The influence of sharing on children's initial concept of division. Journal of Experimental Child Psychology. 81: 1-43
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