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Taylor Lesner; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Elizabeth L. Budd; Christian Doabler – Grantee Submission, 2025
This secondary analysis of data from a randomized control trial of an early mathematics intervention, ROOTS, explored whether patterns of intervention response were best categorized by the typical response/non-response binary or a more complex framework with additional response profiles. Participants included kindergarten students at risk for…
Descriptors: Mathematics Instruction, Response to Intervention, At Risk Students, Kindergarten
Rigney, Jennifer; Wang, Su-hua – Journal of Cognition and Development, 2015
Spatial categorization has a long history in the research of infant cognition and perception. Many conclusions are drawn from the approach wherein infants are habituated to examples of a spatial category X and then display an attention recovery (i.e., dishabituation) to a contrasting category Y. However, the distinction infants make between X and…
Descriptors: Infants, Spatial Ability, Classification, Habituation
Markant, Julie; Amso, Dima – Developmental Science, 2013
The present study examined the hypothesis that inhibitory visual selection mechanisms play a vital role in memory by limiting distractor interference during item encoding. In Experiment 1a we used a modified spatial cueing task in which 9-month-old infants encoded multiple category exemplars in the contexts of an attention orienting mechanism…
Descriptors: Visual Stimuli, Role, Memory, Spatial Ability
Sarama, Julie; Clements, Douglas H. – American Journal of Play, 2009
The authors explore how children's play can support the development of the foundations of mathematics learning and how adults can support children's representation of--and thus the "mathematization" of--their play. The authors review research about the amount and nature of mathematics found in the free play of children. They briefly…
Descriptors: Play, Cognitive Development, Child Development, Mathematics Skills

Quinn, Paul C. – Child Development, 1994
Three experiments using the familiarization-novelty preference procedure confirmed the hypothesis that three-month-old infants could form categorical representations of spatial relations above and below. The infants, after being shown a familiarization diagram with a dot appearing in multiple locations below a line, showed a preference for a novel…
Descriptors: Classification, Cognitive Development, Infants, Spatial Ability

Valiant, Gayle; Glachan, M. – British Journal of Educational Psychology, 1982
Children considered preoperational on multiple classification skills and left-right conceptions were trained to work on classification problems under different conditions, including two variations of children working in pairs, and a situation in which children worked alone. Those in collective conditions progressed more significantly than those in…
Descriptors: Children, Classification, Cognitive Development, Social Integration

Hughes, Fergus P. – Journal of Genetic Psychology, 1980
A Piagetian task of spatial functioning and a modified classification problem (simple intersection) were administered to children to test the degree of relationship between logical and sublogical operations by defining their common cognitive components. (Author/DB)
Descriptors: Age Differences, Children, Classification, Cognitive Development

Namy, Laura L.; Smith, Linda B.; Gershkoff-Stowe, Lisa – Cognitive Development, 1997
Examined whether spatial classification is discovered during play and if external products of play lead children to use space to represent similarity. Found through two experiments--a longitudinal study of four children's classification behaviors, and the examination of play behavior with two types of objects--that comparison of different kinds…
Descriptors: Child Behavior, Classification, Cognitive Development, Longitudinal Studies

Quinn, Paul C.; Adams, Adria; Kennedy, Erin; Shettler, Lauren; Wasnik, Amanda – Developmental Psychology, 2003
Nine experiments examined 6- to 10-month-olds' formation of an abstract category representation for "between." Findings indicated that older, but not younger infants, could form an abstract category representation for "between" when performing in an object-variation version of the between categorization task. Six- to…
Descriptors: Age Differences, Classification, Cognitive Development, Concept Formation
Casasola, Marianella – Child Development, 2005
Two experiments explored how infants learn to form an abstract categorical representation of support (i.e., on) when habituated to few (i.e., 2) or many (i.e., 6) examples of the relation. When habituated to 2 pairs of objects in a support relation, 14-month-olds, but not 10-month-olds, formed the abstract spatial category (i.e., generalized the…
Descriptors: Infants, Novelty (Stimulus Dimension), Classification, Habituation

Papafragou, Anna; Massey, Christine; Gleitman, Lila – Cognition, 2002
Two studies investigated whether language-specific patterns encoding manner and direction of motion in English and Greek affect adult and child speakers' performance on nonlinguistic motion tasks and linguistic descriptions of these motion events. Although the two linguistic groups differed in linguistic preferences, nonlinguistic task performance…
Descriptors: Classification, Cognitive Development, Comparative Analysis, Contrastive Linguistics

Sandberg, Elisabeth Hollister; And Others – Child Development, 1996
Two studies of development of spatial representation with two dimensions found that children as young as five years use the same two independent dimensions in fine-grained spatial coding of location in a circle as adults use--radius and angle. The adult pattern, where angle as well as radius is coded hierarchically, emerges by nine years. (HTH)
Descriptors: Adults, Classification, Cognitive Development, Concept Formation

Kamii, Constance – Young Children, 2003
This article describes the modifications that 12 early childhood educators in Japan made to the Sorry! board game to encourage kindergartners' logico-mathematical thinking. Logico-mathematical knowledge is described as including classification, seriation, numerical relationships, spatial relationships, and temporal relationships. Examples of seven…
Descriptors: Childrens Games, Classification, Classroom Techniques, Cognitive Development
Pieper, Edward L.; Deshler, Donald D. – 1980
The study involving 60 learning disabled (LD) and 30 normal achieving seventh through ninth graders was designed to identify adolescents homogeneously defined as exhibiting a "specific learning disability in arithmetic" and to determine if the cognitive processes (visual-spatial, visual-reasoning, and visual-memory) are related to the academic…
Descriptors: Academic Achievement, Adolescents, Arithmetic, Classification
Gureckis, Todd M.; Love, Bradley C. – Infancy, 2004
Computational models of infant categorization often fail to elaborate the transitional mechanisms that allow infants to achieve adult performance. In this article, we apply a successful connectionist model of adult category learning to developmental data. The Supervised and Unsupervised Stratified Adaptive Incremental Network (SUSTAIN) model is…
Descriptors: Infants, Classification, Adult Learning, Computation