Declarative memory supports children’s math skills: A longitudinal study

• Tanya M. Evans ,

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

  * E-mail: tanya@virginia.edu (TME); michael@georgetown.edu (MTU)

  Affiliation School of Education and Human Development, University of Virginia, Charlottesville, VA, United States of America

  https://orcid.org/0000-0002-5503-0245

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• Daniel W. Lipscomb,

  Roles Formal analysis, Writing – original draft, Writing – review & editing

  Affiliation School of Education and Human Development, University of Virginia, Charlottesville, VA, United States of America

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• F. Sayako Earle,

  Roles Formal analysis

  Affiliation Department of Communication Sciences & Disorders, University of Delaware, Newark, DE, United States of America

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• Stephanie N. Del Tufo,

  Roles Conceptualization, Formal analysis, Writing – review & editing

  Affiliations Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN, United States of America, Department of Education and Human Development, University of Delaware, Newark, DE, United States of America

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• Jarrad A. G. Lum,

  Roles Methodology, Writing – review & editing

  Affiliation School of Psychology, Deakin University, Burwood, Victoria, Australia

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• Laurie E. Cutting ,

  Roles Conceptualization, Funding acquisition, Writing – review & editing

  ¶‡ LEC and MTU are contributed equally to this work and are co-senior authors

  Affiliation Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN, United States of America

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• Michael T. Ullman

  Roles Conceptualization, Writing – original draft, Writing – review & editing

  * E-mail: tanya@virginia.edu (TME); michael@georgetown.edu (MTU)

  ¶‡ LEC and MTU are contributed equally to this work and are co-senior authors

  Affiliation Department of Neuroscience, Georgetown University, Washington, DC, United States of America

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