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Peer reviewedGeary, David C.; And Others – Cognitive Development, 1993
Chinese and American kindergarten children were given a test of addition skills, a numerical memory span measure, and an addition strategy assessment. When unable to retrieve an addition fact from memory, Chinese children counted verbally, whereas American children used finger counting or guessed. This difference appeared to be related to a…
Descriptors: Addition, Comparative Analysis, Cross Cultural Studies, Cultural Differences
