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Peer reviewedPike, Ruth; Olson, David R. – Child Development, 1977
Developmental changes in 5- to 7-year-old children's mental representation of addition and subtraction events were examined by means of the response times required to answer more or less questions. (Author/JMB)
Descriptors: Addition, Age Differences, Cognitive Processes, Concept Formation
Peer reviewedHartnett, Patrice; Gelman, Rochel – Learning and Instruction, 1998
Two studies involving 110 and 91 children aged 5 to 7 years show that children's knowledge of counting and addition facilitated their acquisition of a concept not taught in school, that every number has a natural successor (Successor Principle). Even the oldest children could not rank order correctly numbers that contained fractional notations.…
Descriptors: Addition, Age Differences, Computation, Concept Formation
Download full textBisanz, Jeffrey – 1989
The cutoff method was used on longitudinal data in more than one content domain in a study attempting to determine whether the effects of schooling are general or limited. Conservation of number, an informally acquired skill, and mental addition, a formally acquired skill, were evaluated among older kindergarten children, younger 1st-grade…
Descriptors: Addition, Age Differences, Cognitive Development, Conservation (Concept)
