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Numerical Magnitude Representations Influence Arithmetic Learning
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Booth, Julie L.; Siegler, Robert S. – Child Development, 2008
This study examined whether the quality of first graders' (mean age = 7.2 years) numerical magnitude representations is correlated with, predictive of, and causally related to their arithmetic learning. The children's pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be…
Descriptors: Pretests Posttests, Achievement Tests, Short Term Memory, Mathematics Skills
Tests of a Dynamic Systems Account of the A-not-B Error: The Influence of Prior Experience on the Spatial Memory Abilities of Two-Year-Olds.
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Spencer, John P.; Smith, Linda B.; Thelen, Esther – Child Development, 2001
Five experiments tested hypothesis that the A-not-B error results from general processes that make goal-directed actions to remembered locations. Findings showed that 2-year-olds' performance on the A trial was accurate. When the object was hidden at Location B, searches after 10-second delay were biased in the direction of Location A. This bias…
Descriptors: Cognitive Development, Error Patterns, Memory, Prior Learning
There's More to the Picture than Meets the Eye: Young Children's Difficulty Understanding Biased Interpretation.
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Pillow, Bradford H.; Henrichon, Andrea J. – Child Development, 1996
Five experiments investigated children's understanding that expectations based on prior experience may influence a person's interpretation of ambiguous visual information. Results suggest that understanding of interpretation begins at approximately six years of age. (HTH)
Descriptors: Bias, Cognitive Development, Developmental Stages, Prior Learning
Counting-On, Trading and Partitioning: Effects of Training and Prior Knowledge on Performance on Base-10 Tasks
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Saxton, Matthew; Cakir, Kadir – Child Development, 2006
Factors affecting performance on base-10 tasks were investigated in a series of four studies with a total of 453 children aged 5-7 years. Training in counting-on was found to enhance child performance on base-10 tasks (Studies 2, 3, and 4), while prior knowledge of counting-on (Study 1), trading (Studies 1 and 3), and partitioning (Studies 1 and…
Descriptors: Prior Learning, Performance Factors, Child Development, Young Children