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Direct linkSangmi Park; Alena G. Esposito – Journal of Cognition and Development, 2025
Rational number knowledge is critical in both current and future mathematical success. Despite its importance, there is a gap in understanding regarding how children process quantitative information from discretized non-symbolic fractions when salient surface features interfere with this process. This study examines five research questions aimed…
Descriptors: Mathematics Achievement, Fractions, Grade 3, Grade 4
Louca, Loucas; Elby, Andrew; Hammer, David; Kagey, Trisha – Educational Psychologist, 2004
Most research on personal epistemologies has conceived them as made up of relatively large, coherent, and stable cognitive structures, either developmental stages or beliefs (perhaps organized into theories). Recent work has challenged these views, arguing that personal epistemologies are better understood as made up of finer grained cognitive…
Descriptors: Science Instruction, Comparative Analysis, Teaching Methods, Cognitive Structures
Cooper, Linda Z. – Library Quarterly, 2004
This article describes several sessions of a larger case study that examined cognitive categories for library information in a group of children in kindergarten through grade 4. While the initial motivation for the project was pragmatic in nature, theoretical issues relating to people's cognitive categories for information are examined as well.…
Descriptors: Libraries, Classification, Cognitive Processes, Information Science Education
