Preschoolers' repeating patterning knowledge is predictive of their concurrent and later math and numeracy knowledge, but strong experimental evidence is needed to determine if these relations are causal. The purpose of the current Study was to examine the causal effects of repeating patterning and numeracy tutoring on repeating patterning,…

Models are central to the practice and teaching of science. Yet people often fail to grasp how scientific models explain their observations of the world. Realizing the explanatory power of a model may require aligning its relational structure to that of the observable phenomena. The present research tested whether "relational…

Working memory (WM) is the ability to temporarily store and retrieve a limited amount of information during complex cognitive activities, especially in the face of distraction. The dual-component model describes WM as including active maintenance in primary memory (PM) and cue-dependent search and retrieval from secondary memory (SM). Previously,…

The acquisition of early mathematical knowledge is critical for successful long-term academic development. Mathematical language is one of the strongest predictors of children's early mathematical success. Findings from previous studies have provided correlational evidence supporting the importance of mathematical language to the development of…

This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a function of strategy conditions. Strategy conditions included curriculum materials that…

This study investigated the use of block-building interventions to develop spatial-reasoning skills in kindergartners. Two intervention conditions and a control condition were included to determine, first, whether the block building activities themselves benefited children's spatial skills, and secondly, whether a story context further improved…

Seven young children with autism and eight with pervasive developmental disorder not otherwise specified were randomly assigned to intensive treatment or parent training. At follow-up, the intensive treatment groups outperformed the parent training group on measures of intelligence, visual-spatial skills, language, and academics, though not on…