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Lourdes Anglada; María C. Cañadas; Bárbara M. Brizuela – International Journal of Science and Mathematics Education, 2025
The aim of this study was to determine how 5-year-old children identified the functional relationship of correspondence, and whether or not they generalized when working on a task that involved programmable robots. We conducted this study with 15 children (9 girls and 6 boys) in their last year of preschool education. The study was designed around…
Descriptors: Robotics, Preschool Children, Programming, Computation
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Gelman, Susan A.; Leslie, Sarah-Jane; Gelman, Rochel; Leslie, Alan – Language Learning and Development, 2019
A striking characteristic of human thought is that we form representations about abstract kinds (Giraffes have purple tongues), despite experiencing only particular individuals (This giraffe has a purple tongue). These generic generalizations have been hypothesized to be a cognitive default, that is, more basic and automatic than other forms of…
Descriptors: Preschool Children, Recall (Psychology), Memory, Cognitive Processes
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Petersen, Lori A.; McNeil, Nicole M. – Child Development, 2013
Educators often use concrete objects to help children understand mathematics concepts. However, findings on the effectiveness of concrete objects are mixed. The present study examined how two factors--perceptual richness and established knowledge of the objects--combine to influence children's counting performance. In two experiments, preschoolers…
Descriptors: Preschool Children, Manipulative Materials, Computation, Knowledge Level
Clements, Douglas H. – 1983
The effects of two training sequences on the development of young children's logical operations and number concepts, including rational counting strategies, were investigated. Forty-five preschool children, aged 3.11 to 4.10, were randomly assigned to two treatment groups and one control group. Subjects in the treatment groups received training…
Descriptors: Cognitive Development, Comparative Analysis, Computation, Generalization