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Lemaire, Patrick; Lecacheur, Mireille – Cognitive Development, 2011
Third, fifth, and seventh graders selected the best strategy (rounding up or rounding down) for estimating answers to two-digit addition problems. Executive function measures were collected for each individual. Data showed that (a) children's skill at both strategy selection and execution improved with age and (b) increased efficiency in executive…
Descriptors: Grade 3, Grade 5, Grade 7, Age Differences
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Alibali, Martha W.; Phillips, Karin M. O.; Fischer, Allison D. – Cognitive Development, 2009
Children sometimes solve problems incorrectly because they fail to represent key features of the problems. One potential source of improvements in children's problem representations is learning new problem-solving strategies. Ninety-one 3rd- and 4th-grade students solved mathematical equivalence problems (e.g., 3+4+6=3+__) and completed a…
Descriptors: Experimental Groups, Control Groups, Problem Solving, Learning Strategies
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Schneider, Michael; Heine, Angela; Thaler, Verena; Torbeyns, Joke; De Smedt, Bert; Verschaffel, Lieven; Jacobs, Arthur M.; Stern, Elsbeth – Cognitive Development, 2008
The number line estimation task captures central aspects of children's developing number sense, that is, their intuitions for numbers and their interrelations. Previous research used children's answer patterns and verbal reports as evidence of how they solve this task. In the present study we investigated to what extent eye movements recorded…
Descriptors: Elementary School Students, Eye Movements, Human Body, Number Concepts
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Strand-Cary, Mari; Klahr, David – Cognitive Development, 2008
We explore the immediate and longer term consequences of different types of instruction about a central topic in middle school science: the "Control of Variables Strategy" (CVS). CVS represents the procedural and conceptual basis for designing simple, unconfounded experiments, such that unambiguous causal inferences can be made. CVS…
Descriptors: Outcomes of Education, Longitudinal Studies, Elementary School Science, Science Achievement
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Amsel, Eric; Trionfi, Gabriel; Campbell, Richard – Cognitive Development, 2005
The present study explores how suppositions which conflict with accepted beliefs are represented and reasoned about. Two studies test the predictions regarding the nature and developmental changes in children's ability to represent and reason about hypothetical or make-believe suppositions which violate their everyday knowledge and beliefs. In…
Descriptors: Cognitive Processes, Play, Thinking Skills, Beliefs