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Direct linkvanMarle, Kristy; Chu, Felicia W.; Mou, Yi; Seok, Jin H.; Rouder, Jeffrey; Geary, David C. – Developmental Science, 2018
Children's understanding of the quantities represented by number words (i.e., cardinality) is a surprisingly protracted but foundational step in their learning of formal mathematics. The development of cardinal knowledge is related to one or two core, inherent systems--the approximate number system (ANS) and the object tracking system (OTS)--but…
Descriptors: Number Systems, Cognitive Mapping, Longitudinal Studies, Preschool Children
Barutchu, Ayla; Crewther, David P.; Crewther, Sheila G. – Developmental Science, 2009
Rationale: The facilitating effect of multisensory integration on motor responses in adults is much larger than predicted by race-models and is in accordance with the idea of coactivation. However, the development of multisensory facilitation of endogenously driven motor processes and its relationship to the development of complex cognitive skills…
Descriptors: Motor Reactions, Intelligence Quotient, Multisensory Learning, Children
Kidd, Evan; Lum, Jarrad A. G. – Developmental Science, 2008
Hartshorne and Ullman (2006 ) presented naturalistic language data from 25 children (15 boys, 10 girls) and showed that girls produced more past tense overregularization errors than did boys. In particular, girls were more likely to overregularize irregular verbs whose stems share phonological similarities with regular verbs. It was argued that…
Descriptors: Females, Verbs, Gender Differences, Males
