Humans perceptually extract quantity information from our environments, be it from simple stimuli in isolation, or from relational magnitudes formed by taking ratios of pairs of simple stimuli. Some have proposed that these two types of magnitude are processed by a common system, whereas others have proposed separate systems. To test these…

One of the most fundamental strategies in mathematics instruction is practice problems because teachers know that practicing a skill improves performance. At the same time, teachers also know that just because students can correctly answer practice problems does not mean they fully understand the concept or how to apply a formula--especially not…

The goal of the experiment was to examine the relevance of a new French web-based assessment, Tinfolec (Test INFOrmatisé d'évaluation de la LECture), the aim of which is to evaluate the reading abilities of children in primary grades. The participants were 1,016 children from Grades 2 to 5. They completed the five tasks of Tinfolec designed to…

Children with developmental dyslexia (DD) may differ from typical readers in aspects other than reading. The notion of a general deficit in the ability to acquire and retain procedural ("how to") knowledge as long-term procedural memory has been proposed. Here, we compared the ability of elementary school children, with and without…

Variation in baseline controlling relations is suggested as one of the factors determining variability in stimulus equivalence outcomes. This study used single- comparison trials attempting to control such controlling relations. Four children learned AB, BC, and CD conditional discriminations, with 2 samples and 2 comparison stimuli. In Condition…

Most mathematics assignments consist of a group of problems requiring the same strategy. For example, a lesson on the quadratic formula is typically followed by a block of problems requiring students to use the quadratic formula, which means that students know the appropriate strategy before they read each problem. In an alternative approach,…

Behavioral, psychophysiological, and neuropsychological studies have revealed large developmental differences in various learning paradigms where learning from positive and negative feedback is essential. The differences are possibly due to the use of distinct strategies that may be related to spatial working memory and attentional control. In…

Early and intensive behavioral intervention (EIBI) is an approach to treating the behavioral deficits and excesses observed in children with autism spectrum disorders. The magnitude of improvement in the overall functioning of children receiving EIBI has stimulated additional research and widespread clinical dissemination through the publication…

Behavioral, neuropsychological, and brain imaging research points to a dedicated system for processing number that is shared across development and across species. This foundational Approximate Number System (ANS) operates over multiple modalities, forming representations of the number of objects, sounds, or events in a scene. This system is…

Discrete-trial teaching is an instructional method commonly used to teach social and academic skills to children with an autism spectrum disorder. The purpose of the current study was to evaluate the indirect effects of discrete-trial teaching on 3 students' stereotypy. Instructions, feedback, modeling, and rehearsal were used to improve 3…