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Direct linkMcNeil, Nicole M.; Hornburg, Caroline Byrd; Devlin, Brianna L.; Carrazza, Cristina; McKeever, Mary O. – Child Development, 2019
Experts claim that individual differences in children's formal understanding of mathematical equivalence have consequences for mathematics achievement; however, evidence is lacking. A prospective, longitudinal study was conducted with a diverse sample of 112 children from a midsized city in the Midwestern United States (M[subscript age] [second…
Descriptors: Individual Differences, Mathematics Skills, Mathematics Achievement, Longitudinal Studies
Gibson, Dominic J.; Congdon, Eliza L.; Levine, Susan C. – Child Development, 2015
Despite evidence that young children are sensitive to differences in angle measure, older students frequently struggle to grasp this important mathematical concept. When making judgments about the size of angles, children often rely on erroneous dimensions such as the length of the angles' sides. The present study tested the possibility that…
Descriptors: Vocabulary Development, Child Development, Age Differences, Mathematical Concepts
Durkin, Kelley; Shafto, Patrick – Child Development, 2016
The epistemic trust literature emphasizes that children's evaluations of informants' trustworthiness affects learning, but there is no evidence that epistemic trust affects learning in academic domains. The current study investigated how reliability affects decimal learning. Fourth and fifth graders (N = 122; M[subscript age] = 10.1 years)…
Descriptors: Epistemology, Trust (Psychology), Child Development, Reliability
