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Direct linkEbersbach, Mirjam; Resing, Wilma C. M. – Journal of Cognition and Development, 2008
The present study examined children's implicit and explicit knowledge of linear and non-linear processes. Five- and nine-year-olds (N = 60) were asked to forecast linear and exponential growth by providing the corresponding number of beads. Implicit knowledge was assessed via the magnitudes of the forecasts; explicit knowledge was investigated…
Descriptors: Knowledge Level, Grammar, Mathematical Concepts, Elementary School Students
