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…

Three experiments were conducted with the Tower of Hanoi task to assess problem-solving ability in 6-, 7-, 8-, and 10-year-old nonretarded children and mentally retarded young adults of varying maturational ages. (Author/MP)

This microgenetic experimental study examined children's spontaneous application of analogical problem solving from story problems to physical tasks. Results indicated that 4-year-olds did, with varying success, spontaneously apply analogical solutions to physical problems across sessions. A few children even gave an analogical strategy-related…

The current research explored children's ability to recognize and explain different concepts both with and without reference to physical objects so as to provide insight into the development of children's addition and subtraction understanding. In Study 1, 72 7- to 9-year-olds judged and explained a puppet's activities involving three conceptual…

This study examined effects of individual differences in speak-span scores and variations in memory demands on class-inclusion performance of 10-, 13-, and 15-year-olds. Results from regression analyses and the mathematical model indicated that differences in age, speak span, and memory load affected performance. Effects of speak span and memory…

Groups of first-grade (mean age = 82 months), third-grade (mean age = 107 months), and fifth-grade (mean age = 131 months) children with a learning disability in mathematics (MD, n=58) and their normally achieving peers (n = 91) were administered tasks that assessed their knowledge of counting principles, working memory, and the strategies used to…