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Counting on Working Memory when Learning to Count and to Add: A Preschool Study
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Noel, Marie-Pascale – Developmental Psychology, 2009
In this study, the author aimed at measuring how much limited working memory capacity constrains early numerical development before any formal mathematics instruction. To that end, 4- and 5-year-old children were tested for their memory skills in the phonological loop (PL), visuo-spatial sketchpad (VSSP), and central executive (CE); they also…
Descriptors: Learning Disabilities, Short Term Memory, Mathematics Skills, Mathematical Concepts
Short-Term Memory Processes in Children with Reading and Arithmetic Learning Disabilities.
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Siegel, Linda S.; Linder, Bruce A. – Developmental Psychology, 1984
Compares performance of 172 children aged 7 to 13 years on tasks involving visual or auditory presentation of rhyming and nonrhyming letters and an oral or written response. Results indicate insensitivity to phonological similarity for young children with disabilities; sensitivity improves with age, but deficits in short-term memory remain at…
Descriptors: Age Differences, Arithmetic, Children, Cognitive Processes
Development of the False-Memory Illusion
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Brainerd, C. J.; Forrest, T. J.; Karibian, D.; Reyna, V. F. – Developmental Psychology, 2006
The counterintuitive developmental trend in the Deese-Roediger-McDermott (DRM) illusion (that false-memory responses increase with age) was investigated in learning-disabled and nondisabled children from the 6- to 14-year-old age range. Fuzzy-trace theory predicts that because there are qualitative differences in how younger versus older children…
Descriptors: Learning Disabilities, Memory, Children, Early Adolescents
Development of Grammatical-Sensitivity, Phonological, and Short-Term Memory Skills in Normally Achieving and Learning Disabled Children.
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Siegel, Linda S.; Ryan, Ellen B. – Developmental Psychology, 1988
Studied was the development of a variety of grammatical-sensitivity and phonological skills in normally achieving, reading-disabled, arithmetic-disabled, and attention deficit disordered children 7 to 14 years old. (PCB)
Descriptors: Adolescents, Children, Cognitive Processes, Foreign Countries
Cognitive Deficits, Learning Disabilities, and WISC Verbal-Performance Consistency.
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Cohen, Ronald L.; Netley, Charles – Developmental Psychology, 1978
A series of possible explanations for learning disabilities (LDS) couched in terms of information processing capabilities was tested by comparing the performance of LDS children on several types of information processing tasks with that of a control group. Subjects were 28 LDS children (10-11 years old) and 24 elementary school students of the…
Descriptors: Auditory Perception, Cognitive Processes, Comparative Analysis, Elementary Education
Cognitive Addition: Strategy Choice and Speed-of-Processing Differences in Gifted, Normal, and Mathematically Disabled Children.
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Geary, David C.; Brown, Sam C. – Developmental Psychology, 1991
Gifted-, normal-, and math-disabled children solved addition problems. Their problem-solving strategies and solution times were recorded. The gifted group showed the most mature distribution of strategy choices, and a verbal counting rate less than 50 percent of the rate of the other groups. (BC)
Descriptors: Academic Achievement, Addition, Elementary Education, Elementary School Students
The Operative Basis of Performance on Piagetian Memory Tasks: Evidence from Normal and Learning Disabled Children.
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Trepanier, Mary L.; Liben, Lynn S. – Developmental Psychology, 1979
Investigates the role of operative schemes in explaining older children's superior memory on past Piagetian memory tasks. Contrasts were made between the performance of normal v learning disabled grade school children, and between preschool children who either possessed or lacked seriation schemes. (Author/SS)
Descriptors: Cognitive Development, Cognitive Processes, Developmental Stages, Elementary Education
Cognitive Addition: A Short Longitudinal Study of Strategy Choice and Speed-of-Processing Differences in Normal and Mathematically Disabled Children.
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Geary, David C.; And Others – Developmental Psychology, 1991
Over a 10-month period, normal children showed an increased reliance on memory retrieval and a decreased reliance on counting when they solved addition problems. There was an increase in speed of counting and of retrieving addition facts from long-term memory. Children with a mathematical learning disability showed no change in problem-solving…
Descriptors: Addition, Cognitive Processes, Computation, Elementary School Students