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Relations among Conceptual Knowledge, Procedural Knowledge, and Procedural Flexibility in Two Samples Differing in Prior Knowledge
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Schneider, Michael; Rittle-Johnson, Bethany; Star, Jon R. – Developmental Psychology, 2011
Competence in many domains rests on children developing conceptual and procedural knowledge, as well as procedural flexibility. However, research on the developmental relations between these different types of knowledge has yielded unclear results, in part because little attention has been paid to the validity of the measures or to the effects of…
Descriptors: Prior Learning, Mathematical Concepts, Concept Formation, Competence
The Developmental Relations between Conceptual and Procedural Knowledge: A Multimethod Approach
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Schneider, Michael; Stern, Elsbeth – Developmental Psychology, 2010
Interactions between conceptual and procedural knowledge influence the development of mathematical competencies. However, after decades of research, these interrelations are still under debate, and empirical results are inconclusive. The authors point out a source of these problems. Different kinds of knowledge and competencies only show up…
Descriptors: Grade 5, Grade 6, Arithmetic, Mathematics
A Social Competence Scale and Symptom Checkist for the Preschool Child: Factor Dimensions, Their Cross-Instrument Generality, and Longitudinal Persistence
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Kohn, Martin; Rosman, Bernice L. – Developmental Psychology, 1972
Purpose of the present study was the development of two research instruments designed to assess young children's functioning in preschool settings. (Authors)
Descriptors: Behavior Rating Scales, Data Collection, Factor Analysis, Factor Structure