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Individual Differences in the Development of Children's Arithmetic Fluency from Grades 2 to 3
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Xu, Chang; LeFevre, Jo-Anne; Skwarchuk, Sheri-Lynn; Di Lonardo Burr, Sabrina; Lafay, Anne; Wylie, Judith; Osana, Helena P.; Douglas, Heather; Maloney, Erin A.; Simms, Victoria – Developmental Psychology, 2021
In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All…
Descriptors: Foreign Countries, Arithmetic, Mathematics Skills, Age Differences
Transfer from Conceptual Rule Problems to a Truth-Table-Sorting Task
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White, Raymond M., Jr.; Lindquist, Douglas – Developmental Psychology, 1974
Six year olds and college students were given two or four conceptual problems to solve, the number of rules within the series of problems being either one or two. Number of rules and the interaction of number of rules and age of subject were found to be significant variables. (CS)
Descriptors: Age Differences, College Students, Concept Formation, Elementary School Students
From Children's Hands to Adults' Ears: Gesture's Role in the Learning Process.
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Goldin-Meadow, Susan; Singer, Melissa A. – Developmental Psychology, 2003
Asked eight adults to instruct third- and fourth-graders individually in a math problem. Found that the adults offered more variable instruction to children who produced gesture-speech mismatches than to children with no mismatches--more types of instructional strategies and more instructions that contained two different strategies, one in speech…
Descriptors: Adult Child Relationship, Body Language, Children, Interpersonal Communication
Interrelations among Learning and Performance Tasks at the Preschool Level
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Friedrichs, Ann G.; And Others – Developmental Psychology, 1971
Descriptors: Cognitive Processes, Concept Formation, Incidental Learning, Learning Processes
Patterns of Hypothesis Testing in Children's Discriminative Learning: A Study of the Development of Problem-Solving Strategies.
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Kemler, Deborah G. – Developmental Psychology, 1978
Three studies of elementary school children's problem-solving procedures in intentional discrimination tasks are reported. Subjects were children selected from kindergarten and grades 2, 3, and 6. (Author/MP)
Descriptors: Age Differences, Cognitive Processes, Discrimination Learning, Elementary Education
How Children Change Their Minds: Strategy Change Can Be Gradual or Abrupt.
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Alibali, Martha Wagner – Developmental Psychology, 1999
Observed gesture and speech to investigate patterns of change in third and fourth graders' strategies for solving mathematical equivalence problems before and after an intervention. Children who received instruction were more likely to generate new strategies. Gradual change was more common. Abrupt strategy change was more common in children who…
Descriptors: Cognitive Development, Concept Formation, Elementary Education, Elementary School Students