Variation in early number skills and mathematics achievement: Implications from cognitive profiles of children with or without Turner syndrome

• Sarah L. Lukowski,

  Roles Conceptualization, Formal analysis, Project administration, Writing – original draft, Writing – review & editing

  Affiliation Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States of America

  http://orcid.org/0000-0002-5330-7853

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• Emily R. Padrutt,

  Roles Project administration, Writing – original draft, Writing – review & editing

  Affiliation Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States of America

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• Kyriakie Sarafoglou,

  Roles Supervision, Writing – review & editing

  Affiliations Department of Pediatrics, University of Minnesota Medical School, Minneapolis, Minnesota, United States of America, Department of Experimental and Clinical Pharmacology, University of Minnesota College of Pharmacy, Minneapolis, Minnesota, United States of America

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• Judith L. Ross,

  Roles Writing – review & editing

  Affiliation Department of Pediatrics, Nemours DuPont Hospital for Children, Thomas Jefferson University, Philadelphia, Pennsylvania, United States of America

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• Jennifer R. Law,

  Roles Writing – review & editing

  Affiliation Division of Pediatric Endocrinology, Department of Pediatrics, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America

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• Rachel E. Olson,

  Roles Writing – review & editing

  Affiliation Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States of America

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• Michèle M. M. Mazzocco

  Roles Conceptualization, Funding acquisition, Methodology, Supervision, Writing – original draft, Writing – review & editing

  * E-mail: mazzocco@umn.edu

  Affiliation Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States of America

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