This simulation study examines the characteristics of the Explanatory Item Response Model (EIRM) when estimating treatment effects when compared to classical test theory (CTT) sum and mean scores and item response theory (IRT)-based theta scores. Results show that the EIRM and IRT theta scores provide generally equivalent bias and false positive…

Representations of numerical value have been assessed by using bounded (e.g., 0-1,000) and unbounded (e.g., 0-?) number-line tasks, with considerable debate regarding whether 1 or both tasks elicit unique cognitive strategies (e.g., addition or subtraction) and require unique cognitive models. To test this, we examined how well a mixed log-linear…

Numerical estimation has been used to study how children mentally represent numbers for many years (e.g., Siegler & Opfer, 2003). However, these studies have always presented children with positive numbers and positive number lines. Children's mental representation of negative numbers has never been addressed. The present study tested children…

In response to a request for additional analyses, in particular reporting confidence intervals around the results, we re-analyzed the data from prior studies. This supplementary report presents the results of the additional analyses addressing classification accuracy, reliability, and criterion-related validity evidence. For ease of reference, we…

In response to a request for additional analyses, in particular reporting confidence intervals around the results, we re-analyzed the data from prior studies. This supplementary report presents the results of the additional analyses addressing classification accuracy, reliability, and criterion-related validity evidence. For ease of reference, we…

The aim of the present study was to investigate the cognitive profiles of primary school children (age 82-133 months) on a battery of basic number processing and calculation tasks. The sample consisted of four groups matched for age and IQ: arithmetic disorder only (AD; n = 20), reading disorder only (RD; n = 40), a comorbid group (n = 27), and an…

School administrators across the nation are actively searching for solutions to increase student achievement due in part to the significant amount of knowledge that is lost annually each summer. Mathematical computation skills are especially at-risk. This quantitative research study was designed to investigate the impact of summer recess also…

Arithmetic word-problem solving is an important component of elementary mathematics curricula that links school mathematics to real-life problem solving. The present 3-year longitudinal study examined children's arithmetic word-problem solving through understanding its 2 component processes: number-sentence construction and computation. Chinese…

Purpose/Objectives: The purposes of this study were to: 1) analyze beverage selections of elementary students consuming National School Lunch Program meals (NSLP) and lunches brought from home (LBFH), 2) compare overall meal quality (MQ) of NSLP and LBFH by food components using Healthy Eating Index 2010 (HEI-2010), and 3) investigate the impact…

Accurate monitoring and control are essential for effective self-regulated learning. These metacognitive abilities may be particularly important for developing math skills, such as when children are deciding whether a math task is difficult or whether they made a mistake on a particular item. The present experiments investigate children's ability…

Recent research on annual growth measured using curriculum-based measurement (CBM) indicates that growth may not be linear across the year and instead varies across semesters. Numerous studies in reading have confirmed this phenomenon with only one study of math computation yielding a similar finding. This study further investigated the presence…

The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade…

We explore the use of instrumental variables (IV) analysis with a multisite randomized trial to estimate the effect of a mediating variable on an outcome in cases where it can be assumed that the observed mediator is the only mechanism linking treatment assignment to outcomes, an assumption known in the IV literature as the exclusion restriction.…

One crucial issue in mathematics development is how children come to spontaneously apply arithmetical principles (e.g. commutativity). According to expertise research, well-integrated conceptual and procedural knowledge is required. Here, we report a method composed of two independent tasks that assessed in an unobtrusive manner the spontaneous…

The focus of this study was connections among 3 aspects of mathematical cognition at 2nd grade: calculations, word problems, and prealgebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other…