NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
Learning to Solve Class-Inclusion Problems: The Roles of Quantification and Recognition of Contradiction.
Peer reviewed Peer reviewed
Judd, Susan A.; Mervis, Carolyn B. – Child Development, 1979
The results of two experiments showed that five year olds can learn to solve class-inclusion problems if they are forced to consider the contradiction between their incorrect answers and their correct counting of the superordinate and subordinate classes. (JMB)
Descriptors: Classification, Computation, Conflict Resolution, Early Childhood Education
A Longitudinal Study of Mathematical Competencies in Children with Specific Mathematics Difficulties versus Children with Comorbid Mathematics and Reading Difficulties.
Peer reviewed Peer reviewed
Jordan, Nancy C.; Hanich, Laurie B.; Kaplan, David – Child Development, 2003
Examined children's mathematical competencies between ages 7 and 9. Found no differences in developmental rate between children with math difficulties only (MD), math and reading difficulties (MD-RD), reading difficulties only (RD), and normal math/reading achievement (NA). Found that at end of Grade 3, MD group performed better than MD-RD group…
Descriptors: Child Development, Children, Comparative Analysis, Competence
Components of Understanding in Proportional Reasoning: A Fuzzy Set Representation of Developmental Progressions.
Peer reviewed Peer reviewed
Moore, Colleen F.; And Others – Child Development, 1991
Examined the development of proportional reasoning by means of a temperature mixture task. Results show the importance of distinguishing between intuitive knowledge and formal computational knowledge of proportional concepts. Provides a new perspective on the relation of intuitive and computational knowledge during development. (GLR)
Descriptors: Age Differences, Cognitive Development, College Students, Computation