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Direct linkRobinson, Katherine M.; Dube, Adam K. – Journal of Experimental Child Psychology, 2009
After the onset of formal schooling, little is known about the development of children's understanding of the arithmetic concepts of inversion and associativity. On problems of the form a+b-b (e.g., 3+26-26), if children understand the inversion concept (i.e., that addition and subtraction are inverse operations), then no calculations are needed…
Descriptors: Grade 2, Grade 3, Grade 4, Subtraction
Peer reviewedMarmor, Gloria Strauss – Journal of Experimental Child Psychology, 1978
Descriptors: Age Differences, Blindness, College Students, Color
Peer reviewedMiller, Patricia H.; DeMarie-Dreblow, Darlene – Journal of Experimental Child Psychology, 1990
This study aimed to describe developmental differences in five-, seven-, and nine-year-olds' understanding of displaced aggression and to identify social and cognitive correlates of these differences. Understanding of displaced aggression increased significantly with age. (RH)
Descriptors: Age Differences, Aggression, Comprehension, Concept Formation
