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Grammer, Jennie K.; Coffman, Jennifer L.; Sidney, Pooja; Ornstein, Peter A. – Journal of Cognition and Development, 2016
Although high-quality early educational environments are thought to be related to the growth of children's skills in mathematics, relatively little is known about specific aspects of classroom instruction that may promote these abilities. Data from a longitudinal investigation were used to investigate associations between teachers' language while…
Descriptors: Mathematics Instruction, Mathematics Skills, Elementary School Teachers, Grade 2
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Decker, Scott L.; Roberts, Alycia M.; Roberts, Kristin L.; Stafford, Allison L.; Eckert, Mark A. – Psychology in the Schools, 2016
A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across…
Descriptors: Cognitive Development, Writing Skills, Teaching Methods, Grade 1
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Koriat, Asher; Ackerman, Rakefet; Lockl, Kathrin; Schneider, Wolfgang – Cognitive Development, 2009
A previous study with adults [Koriat, A. (2008a). "Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition." "Memory & Cognition," 36, 416-428] established a correlation between learning and remembering: items requiring more trials to acquisition (TTA) were less likely to be recalled than those…
Descriptors: Heuristics, Metacognition, Memory, Grade 4
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De Brauwer, Jolien; Fias, Wim – Developmental Psychology, 2009
The authors investigated the performance on simple multiplication and division problems of 8-year-old children longitudinally to determine the developmental trajectories of both operations. Twice a year, during 2 consecutive school years, children performed a multiplication and division verification task and a number-matching task. All effects…
Descriptors: Multiplication, Young Children, Longitudinal Studies, Arithmetic
Thompson, Clarissa A.; Siegler, Robert S. – Grantee Submission, 2010
We investigated the relation between children's numerical-magnitude representations and their memory for numbers. Results of three experiments indicated that the more linear children's magnitude representations were, the more closely their memory of the numbers approximated the numbers presented. This relation was present for preschoolers and…
Descriptors: Teaching Methods, Memory, Numbers, Preschool Children
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Meyer, M. L.; Salimpoor, V. N.; Wu, S. S.; Geary, D. C.; Menon, V. – Learning and Individual Differences, 2010
The contribution of the three core components of working memory (WM) to the development of mathematical skills in young children is poorly understood. The relation between specific WM components and Numerical Operations, which emphasize computation and fact retrieval, and Mathematical Reasoning, which emphasizes verbal problem solving abilities in…
Descriptors: Mathematics Achievement, Short Term Memory, Mathematics Skills, Grade 3
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Swanson, H. Lee; Jerman, Olga; Zheng, Xinhua – Journal of Educational Psychology, 2008
The influence of cognitive growth in working memory (WM) on mathematical problem solution accuracy was examined in elementary school children (N = 353) at risk and not at risk for serious math problem solving difficulties. A battery of tests was administered that assessed problem solving, achievement, and cognitive processing (WM, inhibition,…
Descriptors: Elementary School Students, Inhibition, Problem Solving, Short Term Memory