NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Developmental Trajectories of Numerical Magnitude Representations of Fractions and Decimals
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Yunqi; Siegler, Robert S. – Developmental Psychology, 2023
We examined the development of numerical magnitude representations of fractions and decimals from fourth to 12th grade. In Experiment 1, we assessed the rational number magnitude knowledge of 200 Chinese fourth, fifth, sixth, eighth, and 12th graders (92 girls and 108 boys) by presenting fraction and decimal magnitude comparison tasks as well as…
Descriptors: Elementary School Students, Secondary School Students, Grade 4, Grade 5
Developmental and Individual Differences in Understanding of Fractions
Peer reviewed Peer reviewed
Direct linkDirect link
Siegler, Robert S.; Pyke, Aryn A. – Developmental Psychology, 2013
We examined developmental and individual differences in 6th and 8th graders' fraction arithmetic and overall mathematics achievement and related them to differences in understanding of fraction magnitudes, whole number division, executive functioning, and metacognitive judgments within a cross-sectional design. Results indicated that the…
Descriptors: Grade 6, Arithmetic, Mathematics Skills, Mathematics Instruction
Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Powell, Sarah R.; Schumacher, Robin F.; Hamlett, Carol L.; Vernier, Emily; Namkung, Jessica M.; Vukovic, Rose K. – Developmental Psychology, 2012
The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems…
Descriptors: Arithmetic, Algebra, Individual Differences, Knowledge Level
Knowledge, Strategy, and Motivational Contributions to Preschool Children's Object Recall.
Peer reviewed Peer reviewed
Lange, Garrett; And Others – Developmental Psychology, 1989
Examined the contributions of 4 individual difference predictors for recall of object names in 93 children of 3 and 4 years. Results suggest that motivational factors contribute directly to young children's recall proficiency and do not mediate strategic study behavior. (RJC)
Descriptors: Conceptual Tempo, Individual Differences, Knowledge Level, Learning Processes
Independence of Age-Related Influences on Cognitive Abilities across the Life Span.
Peer reviewed Peer reviewed
Salthouse, Timothy A. – Developmental Psychology, 1998
Used cross-sectional life span data from normative sample for Woodcock-Johnson Psycho-Educational Battery to examine independence of age-related cognitive changes in childhood and adulthood. Found that majority of age-related differences were shared across different cognitive variables and were well predicted by individual differences in…
Descriptors: Adults, Age Differences, Children, Cognitive Ability
How Latino American and European American Adolescents Discuss Conflicts, Sexuality, and AIDS with Their Mothers.
Peer reviewed Peer reviewed
Lefkowitz, Eva S.; Romo, Laura F.; Corona, Rosalie; Au, Terry Kit-fong; Sigman, Marian – Developmental Psychology, 2000
Examined individual, ethnic, and age differences in structure of mother-adolescent conversations. Found Latin American mothers dominated conversations more than European Americans; mothers dominated conversations about sexuality/AIDS more than conversations about conflicts; older adolescents reported less satisfaction, less openness, and more…
Descriptors: Acquired Immune Deficiency Syndrome, Adolescent Attitudes, Adolescents, Age Differences
Development of Emergent Literacy and Early Reading Skills in Preschool Children: Evidence from a Latent-Variable Longitudinal Study.
Peer reviewed Peer reviewed
Lonigan, Christopher J.; Burgess, Stephen R.; Anthony, Jason L. – Developmental Psychology, 2000
Examined the joint and unique predictive significance of emergent literacy skills for later emergent literacy skills and reading in two samples of preschoolers. Structural equation modeling revealed significant developmental continuity of these skills, particularly for letter knowledge and phonological sensitivity from late preschool to early…
Descriptors: Cognitive Development, Decoding (Reading), Developmental Continuity, Emergent Literacy
Early Reading Acquisition and Its Relation to Reading Experience and Ability 10 Years Later.
Peer reviewed Peer reviewed
Cunningham, Anne E.; Stanovich, Keith E. – Developmental Psychology, 1997
Studied reading comprehension, vocabulary, general knowledge, and print exposure of 11th graders who completed reading battery 10 years earlier. Found that first-grade reading ability predicted all 11th-grade outcomes--even when cognitive ability was partialed out--and was linked to print exposure, even after 11th-grade reading comprehension…
Descriptors: Beginning Reading, Cognitive Ability, Cultural Literacy, Elementary School Students