When comparing rows of dots in length or number, some children used number strategies and some length strategies. After training to correct missed items, errors were made on previously correct items. These findings are interpreted with reference to the distinction between having a dimensional strategy and attaching it to appropriate situations.…

This paper focuses on the identification of some conceptual factors underlying the initial learning of algebra. It describes a study which uncovered three predominant notions existing in a sample of ten 12- and 13-year olds prior to formal instruction in algebra, and the ways in which a particular approach to the teaching of algebra affected both…

The ability of 22 phonologically disordered and normally speaking children's ability to process (phonologically, syntactically, and semantically) spoken language was evaluated. No differences between groups was found in number of errors, pattern of errors, or reaction times when monitoring sentences for target words, irrespective of sentence type.…

Analysis of errors by more than 300 kindergarten children on the Boehm Test of Basic Concepts suggested seven cognitive factors that appear to be involved, including complexity of directions, deficits in spatial perception, and inadequate auditory memory for sentences. (CL)

Describes two experiments which investigated the use of distinctive feature codes in the storage of phonetic encoding information by 6- and 7-year-olds during short term memory tasks. A total of 106 children were presented with 30 lists of consonant-vowel syllables for recall. Data indicate that children encode the consonantal phones into sets of…

Comparison of 30 learning disabled (LD) children, ages 7 to 13, and controls on a computerized test of attentional skills indicated LD subjects committed more omission errors and responded at a slower rate but did not differ from the controls on commission errors, suggesting inefficient allocation of processing resources rather than attentional…

Nonroutine problem-solving, too, involves elements of routine. Often, elementary routines such as solving for a variable are not carried out without error. In this paper, we use new findings from neuroscientific research to explain why even excellent students make mistakes in elementary routines. [For complete proceedings, see ED489597.]

Common mistakes pupils make when adding fractions are categorized and analyzed. (MP)

The corpus of errors produced by nonnative adult speakers of English support Miller and Gildea's (1987) KIDRULE strategy. Some dictionary users latched onto a part of the definition without understanding how it relates to the word they looked up. Other errors were the result of misleading dictionary entries. (Contains 11 references.) (Author)

According to a recent account of infants' acquisition of their physical knowledge, the incremental-knowledge account, infants form distinct event categories, such as occlusion, containment, support, and collision events. In each category, infants identify one or more vectors which correspond to distinct problems that must be solved. For each…

Five experiments are reported in which standard naming and tempo-naming tasks were used to investigate mechanisms of control over the time course of lexical processing. The time course of processing was manipulated by asking participants to time their responses with an audiovisual metronome. As the tempo of the metronome increased, results showed…

According to a recent theory, anterior cingulate cortex is sensitive to response conflict, the coactivation of mutually incompatible responses. The present research develops this theory to provide a new account of the error-related negativity (ERN), a scalp potential observed following errors. Connectionist simulations of response conflict in an…

Recent accounts of the pathomechanism underlying apraxia of speech (AOS) were based on the speech production model of Levelt, Roelofs, and Meyer, and Meyer (1999)1999. The apraxic impairment was localized to the phonetic encoding level where the model postulates a mental store of motor programs for high-frequency syllables. Varley and Whiteside…