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Direct linkBob McMurray; Tanja C. Roembke; Eliot Hazeltine – Journal of Cognition and Development, 2019
Many details in reading curricula (e.g., the order of materials) have analogs in laboratory studies of learning (e.g., blocking/interleaving). Principles of learning from cognitive science could be used to structure these materials to optimize learning, but they are not commonly applied. Recent work bridges this gap by "field testing"…
Descriptors: Phoneme Grapheme Correspondence, Reading Instruction, Cognitive Science, Spelling
Fuhs, Mary Wagner; McNeil, Nicole M.; Kelley, Ken; O'Rear, Connor; Villano, Michael – Journal of Cognition and Development, 2016
Recent findings have suggested that adults' and children's approximate number system (ANS) acuity may be malleable through training, but research on ANS acuity has largely been conducted with adults and children who are from middle- to high-income homes. We conducted 2 experiments to test the malleability of ANS acuity in preschool-aged children…
Descriptors: Number Systems, Preschool Children, Low Income Groups, Probability
