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Peer reviewedBriars, Diane; Siegler, Robert S. – Developmental Psychology, 1984
Investigates preschoolers' knowledge of counting principles by examining their ability to discriminate between features essential for correct counting and features typically present but unessential. Skill in executing the standard counting procedure was found to precede knowledge of the underlying principle. (Author/AS)
Descriptors: Computation, Discrimination Learning, Induction, Mastery Learning
Peer reviewedGeary, David C.; And Others – Developmental Psychology, 1991
Over a 10-month period, normal children showed an increased reliance on memory retrieval and a decreased reliance on counting when they solved addition problems. There was an increase in speed of counting and of retrieving addition facts from long-term memory. Children with a mathematical learning disability showed no change in problem-solving…
Descriptors: Addition, Cognitive Processes, Computation, Elementary School Students
