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{
    "pk": 29312,
    "title": "Language in Math Problem Solving",
    "subtitle": null,
    "abstract": "Children enrolled in language-immersion programmes may be required to learn math in the immersion language. Fol-lowing the framework of the Pathways Model (LeFevre et al., 2010; Sowinski et al., 2014), the goal of the present studywas to understand how instructional language supports math learning by comparing patterns of performance of immersionand non-immersion students. Participants included 182 grade 2 students (Mean age= 7.8 years): 108 students were en-rolled in French immersion programs and were learning math in French (their second language) and 74 were enrolled innon-immersion programs and were learning math in English (their home language). Participants were tested on a numberof general cognitive measures as well as math specific outcome measures. Results show that overall, across both immer-sion and non-immersion students, linguistic, quantitative and working memory components contributed to math problemsolving. However, within the linguistic component there were differences between the direct and indirect pathways.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Member Abstracts",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/6ms33693",
    "frozenauthors": [
        {
            "first_name": "Renee",
            "middle_name": "",
            "last_name": "Whittaker",
            "name_suffix": "",
            "institution": "Carleton University",
            "department": ""
        },
        {
            "first_name": "Chang",
            "middle_name": "",
            "last_name": "Xu",
            "name_suffix": "",
            "institution": "Carleton University",
            "department": ""
        },
        {
            "first_name": "Jo-Anne",
            "middle_name": "",
            "last_name": "LeFevre",
            "name_suffix": "",
            "institution": "Carleton University",
            "department": ""
        },
        {
            "first_name": "Helena",
            "middle_name": "P.",
            "last_name": "Osana",
            "name_suffix": "",
            "institution": "Concordia University",
            "department": ""
        },
        {
            "first_name": "Jill",
            "middle_name": "",
            "last_name": "Turner",
            "name_suffix": "",
            "institution": "Carleton University",
            "department": ""
        },
        {
            "first_name": "Heather",
            "middle_name": "",
            "last_name": "Douglas",
            "name_suffix": "",
            "institution": "Carleton University",
            "department": ""
        },
        {
            "first_name": "Anne",
            "middle_name": "",
            "last_name": "Lafay",
            "name_suffix": "",
            "institution": "Concordia University",
            "department": ""
        },
        {
            "first_name": "Sheri-Lynn",
            "middle_name": "",
            "last_name": "Skwarchuk",
            "name_suffix": "",
            "institution": "University of Winnipeg",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2019-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29312/galley/19183/download/"
        }
    ]
}