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The Development of Nonsymbolic Probability Judgments in Children
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O'Grady, Shaun; Xu, Fei – Child Development, 2020
Two experiments were designed to investigate the developmental trajectory of children's probability approximation abilities. In Experiment 1, results revealed 6- and 7-year-old children's (N = 48) probability judgments improve with age and become more accurate as the distance between two ratios increases. Experiment 2 replicated these findings…
Descriptors: Child Development, Age Differences, Probability, Heuristics
Learning Mathematics in a Visuospatial Format: A Randomized, Controlled Trial of Mental Abacus Instruction
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Barner, David; Alvarez, George; Sullivan, Jessica; Brooks, Neon; Srinivasan, Mahesh; Frank, Michael C. – Child Development, 2016
Mental abacus (MA) is a technique of performing fast, accurate arithmetic using a mental image of an abacus; experts exhibit astonishing calculation abilities. Over 3 years, 204 elementary school students (age range at outset: 5-7 years old) participated in a randomized, controlled trial to test whether MA expertise (a) can be acquired in standard…
Descriptors: Mathematics Education, Randomized Controlled Trials, Spatial Ability, Mental Computation
The Difficulties of Representing Continuous Extent in Infancy: Using Number Is Just Easier
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Cordes, Sara; Brannon, Elizabeth M. – Child Development, 2008
This study investigates the ability of 6-month-old infants to attend to the continuous properties of a set of discrete entities. Infants were habituated to dot arrays that were constant in cumulative surface area yet varied in number for small (less than 4) or large (greater than 3) sets. Results revealed that infants detected a 4-fold (but not…
Descriptors: Infants, Cognitive Processes, Discrimination Learning, Cognitive Ability
In Defense of Qualitative Changes in Development
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Kagan, Jerome – Child Development, 2008
The balance between the preservation of early cognitive functions and serious transformations on these functions shifts across time. Piaget's writings, which favored transformations, are being replaced by writings that emphasize continuities between select cognitive functions of infants and older children. The claim that young infants possess…
Descriptors: Object Permanence, Infants, Developmental Stages, Inferences
Do Preschool Children Recognize Auditory-Visual Numerical Correspondences?
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Mix, Kelly S.; And Others – Child Development, 1996
Investigated the ability of three- and four-year-old children to perform tasks which require matching sets of sounds to numerically equivalent visual displays. Findings indicated that three-year-olds performed at the level of chance on the auditory-visual matching task, but four-year-olds performed significantly above chance. (MOK)
Descriptors: Acoustics, Classification, Cognitive Ability, Cognitive Measurement
The Effect of Class and Collection Labels on Cardinality, Class-Inclusion, and Number Conservation Tasks.
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Hodges, Rosemary M.; French, Lucia A. – Child Development, 1988
Assessing Markman's hypothesis that the organizational principles underlying collection concepts facilitate children's performance on cognitive tasks requiring part-whole comparisons, three experiments indicated that the facilitative effect of collection labels appears to be specific to the class-inclusion task. Results suggest that Markman's…
Descriptors: Classification, Cognitive Ability, Conservation (Concept), Early Childhood Education