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McNeil, Nicole M.; Fuhs, Mary Wagner; Keultjes, M. Claire; Gibson, Matthew H. – Cognitive Development, 2011
Recent studies suggest that 5-year-olds can add and compare large numerical quantities through approximate representations of number. However, the nature of this understanding and its susceptibility to environmental influences remain unclear. We examined whether children's early competence depends on the canonical problem format (i.e., arithmetic…
Descriptors: Socioeconomic Status, Environmental Influences, Arithmetic, Preschool Children
Soltesz, Fruzsina; Szucs, Denes – Cognitive Development, 2009
Developmental dyscalculia (DD) still lacks a generally accepted definition. A major problem is that the cognitive component processes contributing to arithmetic performance are still poorly defined. By a reanalysis of our previous event-related brain potential (ERP) data (Soltesz et al., 2007) here our objective was to identify and compare…
Descriptors: Developmental Disabilities, Learning Disabilities, Cognitive Processes, Cognitive Ability
Robinson, Katherine M.; Dube, Adam K. – Cognitive Development, 2009
Children's understanding of the inversion concept in multiplication and division problems (i.e., that on problems of the form "d multiplied by e/e" no calculations are required) was investigated. Children in Grades 6, 7, and 8 completed an inversion problem-solving task, an assessment of procedures task, and a factual knowledge task of simple…
Descriptors: Problem Solving, Knowledge Level, Early Adolescents, Preadolescents
Dowker, Ann – Cognitive Development, 2009
339 children aged 6 and 7 at Oxford primary schools took part in a study of arithmetic. 204 of the children had been selected by their teachers as having mathematical difficulties and the other 135 children were unselected. They were assigned to an Addition Performance Level on the basis of a calculation pretest, and then given Dowker's (1998)…
Descriptors: Computation, Arithmetic, Teaching Methods, Mathematics Skills
Setti, Annalisa; Caramelli, Nicoletta – Cognitive Development, 2007
The present study concerns redundant data problems, defined as problems in which irrelevant data is provided. This type of problem provides a misleading context [Pascual-Leone, J. (1987). Organismic process for neo-Piagetian theories: A dialectical causal account of cognitive development. "International Journal of Psychology," 22, 531-570] similar…
Descriptors: Stimuli, Inhibition, Cognitive Development, Redundancy
Rubinsten, Orly – Cognitive Development, 2009
Five to seven percent of children experience severe difficulties in learning mathematics and/or reading. Current trials that are focused on identifying biological markers suggest that these learning disabilities, known as Developmental Dyscalculia (DD) and Dyslexia (for reading), are due to underlying brain dysfunctions. One ongoing controversy…
Descriptors: Etiology, Neuropsychology, Learning Disabilities, Dyslexia
Cahan, Sorel; Greenbaum, Charles; Artman, Lavee; Deluya, Nilly; Gappel-Gilon, Yael – Cognitive Development, 2008
Using the ''between-grade levels'' regression discontinuity design, this study examined the hypothesized differential sensitivity of logico-mathematical (LM) and infralogical (IL) operational tasks to the effects of chronological age and first grade schooling in a sample of 580 1st and 2nd grade Israeli children. The results indicate that the…
Descriptors: Age, Grade 2, Grade 1, Foreign Countries
Lai, Meng-Lung; Baroody, Arthur J.; Johnson, Amanda R. – Cognitive Development, 2008
The present research involved gauging preschoolers' learning potential for a key arithmetic concept, the addition-subtraction inverse principle (e.g., 2+1-1=2). Sixty 4- and 5-year-old Taiwanese children from two public preschools serving low- and middle-income families participated in the training experiment. Half were randomly assigned to an…
Descriptors: Experimental Groups, Social Class, Intervention, Subtraction
Gilmore, Camilla K. – Cognitive Development, 2006
The development of conceptual understanding in arithmetic is a gradual process and children may make use of a concept in some situations before others. Previous research has demonstrated that when children are given arithmetic problems with an inverse relationship they can infer that the initial and final quantities are the same. However, we do…
Descriptors: Inferences, Arithmetic, Mathematics Education, Mathematical Concepts
Language-Specific Effects on Number Computation in Toddlers: A European Cross-Linguistic Cartography
Lubin, Amelie; Pineau, Arlette; Hodent, Celia; Houde, Olivier – Cognitive Development, 2006
A fundamental question in developmental science is how brains with and without language compute numbers. Measuring young children's verbal reactions in Spain and Finland, we show that, although there is a general arithmetic ability for small numbers that is shared by monkeys and preverbal infants, the development of such initial knowledge in…
Descriptors: Foreign Countries, Cartography, Numbers, Computation