This study assessed the extent to which executive functions (EF), according to their factor structure in 5-year-olds (N = 244), influenced early quantity-number competencies, arithmetic fluency, and mathematics school achievement throughout first and second grades. A confirmatory factor analysis resulted in updating as a first, and inhibition and…

Representations of numerical value have been assessed by using bounded (e.g., 0-1,000) and unbounded (e.g., 0-?) number-line tasks, with considerable debate regarding whether 1 or both tasks elicit unique cognitive strategies (e.g., addition or subtraction) and require unique cognitive models. To test this, we examined how well a mixed log-linear…

Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852)…

Effective feedback is an essential tool for making learning explicit and an essential feature of classroom practice that promotes learner autonomy. Yet, it remains a pressing challenge for teachers to scaffold the active involvement of students as critical, reflective and autonomous learners who use feedback constructively. This paper seeks to…

Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability of LD classification decisions of the concordance/discordance method (C/DM) across different psychoeducational assessment batteries. C/DM criteria were…

This report provides an overview of the development, implementation, and psychometric properties of a student mathematics interview designed to assess first- and second-grade student achievement and thinking processes. The student interview was conducted with 622 first- or second-grade students in 22 schools located in two public school districts…

Early elementary school students are expected to solve twelve distinct types of word problems. A math researcher and two teachers pose a structure for thinking about one problem type that has not been studied as closely as the other eleven. In this article, the authors share some of their discoveries with regard to the variety of…

In recent years, there has been an increasing focus on the role played by basic numerical magnitude processing in the typical and atypical development of mathematical skills. In this context, tasks measuring both the intentional and automatic processing of numerical magnitude have been employed to characterize how children's representation and…

This study examined the composing process and communication of students aged 5-8 identified with intellectual disabilities. An open-ended writing activity called Big Paper was implemented at least once every 2 weeks for a 6-month period. Qualitative methods were utilized to analyze writing samples, videotapes of writing sessions, and transcripts…

How people process and represent magnitude has often been studied using number comparison tasks. From the results of these tasks, a comparison distance effect (CDE) is generated, showing that it is easier to discriminate two numbers that are numerically further apart (e.g., 2 and 8) compared with numerically closer numbers (e.g., 6 and 8).…

In this study, we explored whether the contribution of working memory (WM) to children's (N = 471) 2nd language (L2) reading and language acquisition was best accounted for by processing efficiency at a phonological level and/or by executive processes independent of phonological processing. Elementary school children (Grades 1, 2, & 3) whose…

This study determined the working memory (WM) components (executive, phonological loop, and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy of elementary school children in Grades 2, 3, and 4 (N = 310). A battery of tests was administered to assess problem-solving accuracy, problem-solving processes, WM,…

This study investigated the structure and development of processes involved in "g." One hundred and forty children, about equally drawn among primary school grades 1-6 were examined by four types of Stroop-like speeded tasks addressed to processes of increasing complexity (i.e., speed of processing, perceptual discrimination, perceptual control,…

This study aimed at investigating the relations between students' strategic behaviour during problem solving, task performance and domain-specific self-concept. A total of 167 first- and second-graders were individually examined in tasks involving cubes assembly and in academic self-concept in mathematics. Students' cognitive, metacognitive, and…

This study proposed and tested a developmental model of impression formation based on observed behavior, prior expectancies, and additional incongruent information. Participants were 51 kindergartners, 53 second graders, and 104 college students who provided trait and liking judgments after watching a child actor engage in behaviors from three…