There is a growing awareness that many children are not developing fast and accurate retrieval-based strategies for solving single-digit addition problems. In this study we individually assessed 166 third and fourth grade children to identify a group of children (called accurate-min-counters) who frequently solved simple single-digit addition…

Children with dyslexia face persistent difficulties in acquiring reading skills, often making guessing errors characterized by the replacement of a word by an orthographic neighbour. These reading errors could be related to inhibition problems within the reading task. Previous studies examining inhibition skills in dyslexic children led to unclear…

The More A-More B intuitive rule has become a research hotspot in the field of mathematical education in recent years. The intuitive rule of More A-More B is often reflected in students' responses to comparison tasks. In such tasks, students are asked to compare 2 objects that differ in a certain salient quantity A (where A[subscript 1] >…

The metaphor of the mental number line accounts for numerous empirical effects of spatial-numerical associations. In the present study, we aimed at investigating directional spatial-numerical associations reflected by SNARC-like digit-direction and sign-direction congruency effects as well as the sign-digit compatibility effect when 6th graders…

Interventions to support children with mathematical learning difficulties typically address deficits in domain-specific knowledge. However, not all students benefit from these instructional programs. In this case, some authors suggest an even more intensive instructional program combined with other factors assumed to be relevant for learning.…

Although electrophysiological (electroencephalography) measures of executive functions (e.g. error monitoring) have been used to predict academic achievement in typically developing children, work investigating a link between error monitoring and academic skills in children with autism spectrum disorder is limited. In this study, we employed…

Cognitive activation is one of the central quality characteristics of teaching. Studies which analyzed cognitive activation in science instruction and its influence on the achievement and the interest of students, took most of the times place in higher grades. Since scientific thinking can be taught at a very early stage and, in particular,…

The development of error monitoring is central to learning and academic achievement. However, few studies exist on the neural correlates of children's error monitoring, and no studies have examined its susceptibility to educational influences. Pedagogical methods differ on how they teach children to learn from errors. Here, 32 students (aged 8-12…

This study adopted eye movement miscue analysis research method to examine and illustrate the cognitive and psychological processes of meaning construction and error detection in reading Chinese. Eighteen Taiwanese grade five elementary students read a short Chinese text with six embedded errors. Results show that like earlier studies, only about…

Although research on cognitive correlates of spelling has been conducted, these studies generally do not distinguish between different types of targets that need to be spelled. Arguably, the contributions of these skills differ for words opposed to pseudowords and for targets that can be spelled on the basis of phoneme-to-grapheme conversion…

This study examines how third-graders' conceptions about the origin of species are affected by formal instruction and whether children can learn not only about evolution but also about natural selection. We interviewed the same group of third-grade children (8-9 years old) twice, before and after following a curriculum about these topics.…

Research indicates that learning from erroneous examples (EE) is superior to correct examples because errors may provide students with a stimulus to spontaneously produce more self-explanations, leading to better learning outcomes. However, because most studies were conducted in individual settings, it remains an open question whether the…

Computer programming for young children has grown in popularity among both educators and product developers, but still relatively little is known about what skills children are developing when they code. This study investigated N = 57 Kindergarten through second grade children's performance on a programming assessment after engaging in a 6-week…

Numerical estimation has been used to study how children mentally represent numbers for many years (e.g., Siegler & Opfer, 2003). However, these studies have always presented children with positive numbers and positive number lines. Children's mental representation of negative numbers has never been addressed. The present study tested children…

This study investigated income group differences in kindergartners' and first graders' (N = 161) arithmetic by examining the link between accuracy and strategy use on simple and complex addition problems. Low-income children were substantially less accurate than high-income children, in terms of both percentage of correctly solved problems and the…