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Direct linkBakker, Merel; Torbeyns, Joke; Verschaffel, Lieven; De Smedt, Bert – Developmental Psychology, 2023
Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated…
Descriptors: Longitudinal Studies, Mathematics Instruction, Mathematics Achievement, Preschool Education
Grammer, Jennie K.; Coffman, Jennifer L.; Sidney, Pooja; Ornstein, Peter A. – Journal of Cognition and Development, 2016
Although high-quality early educational environments are thought to be related to the growth of children's skills in mathematics, relatively little is known about specific aspects of classroom instruction that may promote these abilities. Data from a longitudinal investigation were used to investigate associations between teachers' language while…
Descriptors: Mathematics Instruction, Mathematics Skills, Elementary School Teachers, Grade 2
Zorrilla-Silvestre, Lorena; Presentación-Herrero, María Jesús; Gil-Gómez, Jesús – Electronic Journal of Research in Educational Psychology, 2016
Introduction: This study explored the variables of executive functioning (EF) that permitted the evaluation of EF both at home and at school. The objective was to compare the results of the evaluations of these functions in children aged 5 to 6 years, and see to what extent these variables predicted mathematics performance best. Method: Sixty-six…
Descriptors: Executive Function, Neuropsychology, Ecology, Predictor Variables
Hill, Oliver W.; Serpell, Zewelanji; Faison, M. Omar – Journal of Experimental Education, 2016
This article describes two studies testing the efficacy of a commercial one-on-one cognitive training program (LearningRx) and its computer-based version (Brainskills) in laboratory and school settings. Study 1 tested Brainskills in a laboratory setting with 322 middle school students. Paired "t"-tests revealed significant gains on all…
Descriptors: Program Effectiveness, Individual Instruction, Computer Assisted Instruction, Middle School Students
Silliman, Elaine R.; Berninger, Virginia W. – Topics in Language Disorders, 2011
Professionals across disciplines who assess and teach students with language problems should develop their own standards for best professional practices to improve the diagnostic and treatment (instructional) services in schools and nonschool settings rather than assessing only for eligibility for categories of special education services according…
Descriptors: Written Language, Oral Language, Disabilities, Profiles
Jerman, Olga; Reynolds, Chandra; Swanson, H. Lee – Learning Disability Quarterly, 2012
The present study investigated whether (a) growth patterns related to cognitive processing (working memory, updating, inhibition) differed in subgroups of children with reading disabilities (RD) and (b) growth in working memory (executive processing) predicted growth in other cognitive areas, such as reading and math. Seventy-three children (ages…
Descriptors: Reading Difficulties, Inhibition, Short Term Memory, Decoding (Reading)
Romberg, Thomas A. – Educational Psychologist, 2010
Merlin C. Wittrock was a friend and colleague who influenced me and many other contemporary mathematics educators on how students learn. In this article I summarize my interactions with Merl beginning in 1965, and how over the following half-century he influenced my thinking on student learning for understanding and, in turn, on how to design…
Descriptors: Mathematics Education, Mathematics Instruction, Mathematics Teachers, Academic Achievement
Meyer, M. L.; Salimpoor, V. N.; Wu, S. S.; Geary, D. C.; Menon, V. – Learning and Individual Differences, 2010
The contribution of the three core components of working memory (WM) to the development of mathematical skills in young children is poorly understood. The relation between specific WM components and Numerical Operations, which emphasize computation and fact retrieval, and Mathematical Reasoning, which emphasizes verbal problem solving abilities in…
Descriptors: Mathematics Achievement, Short Term Memory, Mathematics Skills, Grade 3
Welsh, Janet A.; Nix, Robert L.; Blair, Clancy; Bierman, Karen L.; Nelson, Keith E. – Journal of Educational Psychology, 2010
This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the prekindergarten year and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head…
Descriptors: School Readiness, Low Income Groups, Preschool Education, Reading Achievement
Panaoura, Areti; Philippou, George – Cognitive Development, 2007
Metacognition is a multidimensional construct with two main dimensions: knowledge about cognition and regulation of cognition. The present study aimed to model the development of young pupils' metacognitive abilities in mathematics in relation to processing efficiency, working memory and mathematical performance. We developed instruments measuring…
Descriptors: Cognitive Ability, Metacognition, Short Term Memory, Cognitive Development
Swanson, H. Lee; Jerman, Olga; Zheng, Xinhua – Journal of Educational Psychology, 2008
The influence of cognitive growth in working memory (WM) on mathematical problem solution accuracy was examined in elementary school children (N = 353) at risk and not at risk for serious math problem solving difficulties. A battery of tests was administered that assessed problem solving, achievement, and cognitive processing (WM, inhibition,…
Descriptors: Elementary School Students, Inhibition, Problem Solving, Short Term Memory
Peer reviewedHecht, Steven A.; Torgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A. – Journal of Experimental Child Psychology, 2001
Examined relations between phonological processing and emerging individual differences in math computation skills. Found that phonological memory, access rate to phonological codes in memory, and phonological awareness were uniquely associated with growth in number of computation procedures mastered from 92.5 to 134.8 months. Phonological…
Descriptors: Age Differences, Arithmetic, Children, Cognitive Development
