Uses neuropsychological and developmental models of number, counting, and arithmetical skills as well as supporting working memory and speed of articulation systems as the theoretical framework for comparing groups of low- and average-IQ children. Indicates that low-IQ children's conceptual understanding of counting did not differ from that of…

The cognitive determinants of number series completion performance were studied by presenting a systematic set of problems to adults and to children of high and average intelligence, grades 4 and 5. Pearson correlations between these problems and the number series on the Cognitive Abilities Test were .51, .78 and .43 for the average intelligence,…

The cognitive determinants of number analogy performance were studied by systematically manipulating the processing demands imposed by the items. To explore sources of developmental differences in analogical reasoning, subjects were included from two age levels, grades 4 and 5 and college. To allow the investigation of individual differences in…