When learning about fractions, teaching usually follows certain topics -- e.g. part of the whole, fraction equivalence, and size comparison. Not yet answered is whether students' conceptual and procedural knowledge of fractions is coherent between those topics. To answer this question, we performed a latent profile analysis of data from N = 1005…

Based on a 2-component framework of episodic memory development across the lifespan (Shing & Lindenberger, 2011), we examined the contribution of memory-related binding and monitoring processes to false memory susceptibility in childhood and old age. We administered a repeated continuous recognition task to children (N = 20, 10-12 years),…