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T. Vessonen; H. Hellstrand; P. Aunio; A. Laine – International Journal of Early Childhood, 2024
The aim of this study was to investigate individual differences in mathematical problem-solving among 3- to 5-year-old children (N = 328; n[subscript 3-year-olds] = 115, n[subscript 4-year-olds] = 167, n[subscript 5-year-olds] = 46). First, we examined the extent to which children in this age group were able to solve open and closed non-routine…
Descriptors: Individual Differences, Mathematics Skills, Problem Solving, Preschool Children
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David Menendez; Sarah A. Brown; Martha W. Alibali – Cognitive Science, 2023
Why do people shift their strategies for solving problems? Past work has focused on the roles of contextual and individual factors in explaining whether people adopt new strategies when they are exposed to them. In this study, we examined a factor not considered in prior work: people's evaluations of the strategies themselves. We presented…
Descriptors: Individual Differences, Problem Solving, Learning Strategies, Self Evaluation (Individuals)
David Menendez; Sarah A. Brown; Martha W. Alibali – Grantee Submission, 2023
Why do people shift their strategies for solving problems? Past work has focused on the roles of contextual and individual factors in explaining whether people adopt new strategies when they are exposed to them. In this study, we examined a factor not considered in prior work: people's evaluations of the strategies themselves. We presented…
Descriptors: Individual Differences, Problem Solving, Learning Strategies, Self Evaluation (Individuals)
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Vanluydt, Elien; Verschaffel, Lieven; Van Dooren, Wim – Journal of Educational Psychology, 2022
The present study longitudinally investigated proportional reasoning abilities in early elementary school before the start of its instruction. Three aims were put forward: (a) distinguishing the different developmental states in young children's understanding of missing-value proportional situations, (b) investigating how children transition…
Descriptors: Logical Thinking, Thinking Skills, Young Children, Elementary School Students
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Kotsopoulos, Donna; Makosz, Samantha; Zambrzycka, Joanna; Dickson, Brandon A. – Early Child Development and Care, 2021
An enduring challenge in visual-spatial research has been to identify the factors contributing to individual differences in ability. This research investigated the overall, verbal, and nonverbal visual-spatial ability of 61 (34 boys) three- to five-year-olds (M[subscript age] = 57.3 months; SD = 7.9) and the following factors known to be related…
Descriptors: Individual Differences, Spatial Ability, Visual Perception, Preschool Children
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Crawford, L. Elizabeth; Landy, David; Salthouse, Timothy A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Spatial memory research has attributed systematic bias in location estimates to a combination of a noisy memory trace with a prior structure that people impose on the space. Little is known about intraindividual stability and interindividual variation in these patterns of bias. In the current work, we align recent empirical and theoretical work on…
Descriptors: Spatial Ability, Short Term Memory, Bias, Computation
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Vukovic, Rose K.; Fuchs, Lynn S.; Geary, David C.; Jordan, Nancy C.; Gersten, Russell; Siegler, Robert S. – Child Development, 2014
Longitudinal associations of domain-general and numerical competencies with individual differences in children's understanding of fractions were investigated. Children (n = 163) were assessed at 6 years of age on domain-general (nonverbal reasoning, language, attentive behavior, executive control, visual-spatial memory) and numerical (number…
Descriptors: Children, Individual Differences, Mathematics, Arithmetic
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Laski, Elida V.; Casey, Beth M.; Yu, Qingyi; Dulaney, Alana; Heyman, Miriam; Dearing, Eric – Learning and Individual Differences, 2013
Girls are more likely than boys to use counting strategies rather than higher-level mental strategies to solve arithmetic problems. Prior research suggests that dependence on counting strategies may have negative implications for girls' later math achievement. We investigated the relation between first-grade girls' verbal and spatial skills and…
Descriptors: Females, Grade 1, Elementary School Students, Spatial Ability
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Sarver, Dustin E.; Rapport, Mark D.; Kofler, Michael J.; Scanlan, Sean W.; Raiker, Joseph S.; Altro, Thomas A.; Bolden, Jennifer – Learning and Individual Differences, 2012
The current study examined individual differences in children's phonological and visuospatial short-term memory as potential mediators of the relationship among attention problems and near- and long-term scholastic achievement. Nested structural equation models revealed that teacher-reported attention problems were associated negatively with…
Descriptors: Remedial Programs, Structural Equation Models, Academic Failure, Academic Achievement
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Meneghetti, Chiara; De Beni, Rossana; Pazzaglia, Francesca; Gyselinck, Valerie – Learning and Individual Differences, 2011
This research investigates how visuo-spatial abilities (such as mental rotation--MR--and visuo-spatial working memory--VSWM--) work together to influence the recall of environmental descriptions. We tested a mediation model in which VSWM was assumed to mediate the relationship between MR and spatial text recall. First, 120 participants were…
Descriptors: Short Term Memory, Spatial Ability, Investigations, Correlation
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Feld, Julia E.; Sommers, Mitchell S. – Journal of Speech, Language, and Hearing Research, 2009
Purpose: To examine several cognitive and perceptual abilities--including working memory (WM), information processing speed (PS), perceptual closure, and perceptual disembedding skill--as factors contributing to individual differences in lipreading performance and to examine how patterns in predictor variables change across age groups. Method:…
Descriptors: Lipreading, Short Term Memory, Cognitive Processes, Perception
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De Smedt, Bert; Janssen, Rianne; Bouwens, Kelly; Verschaffel, Lieven; Boets, Bart; Ghesquiere, Pol – Journal of Experimental Child Psychology, 2009
This longitudinal study examined the relationship between working memory and individual differences in mathematics. Working memory measures, comprising the phonological loop, the visuospatial sketchpad, and the central executive, were administered at the start of first grade. Mathematics achievement was assessed 4 months later (at the middle of…
Descriptors: Mathematics Achievement, Short Term Memory, Grade 2, Grade 1
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Schofield, Neville J.; Kirby, John R. – Cognition and Instruction, 1994
Examined task factors, cognitive processes, and individual differences as determinants of performance in 188 adults locating a position on a topographical map. Both spatial visualization ability and a visual learning style were found to be effective predictors of performance. A form of verbal strategy training produced significantly improved…
Descriptors: Adults, Cognitive Processes, Cognitive Style, Individual Differences
Baylor, Amy L. – 1999
This experimental study investigated internal (psychological characteristics) and external (World Wide Web site features) factors influencing learning and disorientation in Web navigation. The research design was a two-factors ANOVA (ANalysis Of VAriance) with mode of navigation (linear, nonlinear) and distracters (i.e., the presence of…
Descriptors: Analysis of Variance, Computer Interfaces, Design Preferences, Individual Differences
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Noble, Kimberly G.; Norman, M. Frank; Farah, Martha J. – Developmental Science, 2005
Socioeconomic status (SES) is strongly associated with cognitive ability and achievement during childhood and beyond. Little is known about the developmental relationships between SES and specific brain systems or their associated cognitive functions. In this study we assessed neurocognitive functioning of kindergarteners from different…
Descriptors: Socioeconomic Status, Young Children, Kindergarten, Cognitive Processes