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Journal Abstract Search

123 related items for PubMed ID: 16686800

  • 1. Counting-on, trading and partitioning: effects of training and prior knowledge on performance on base-10 tasks.
    Saxton M, Cakir K.
    Child Dev; 2006; 77(3):767-85. PubMed ID: 16686800
    [Abstract] [Full Text] [Related]

  • 2. What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2.
    LeFevre JA, Smith-Chant BL, Fast L, Skwarchuk SL, Sargla E, Arnup JS, Penner-Wilger M, Bisanz J, Kamawar D.
    J Exp Child Psychol; 2006 Apr; 93(4):285-303. PubMed ID: 16360166
    [Abstract] [Full Text] [Related]

  • 3. Concept-procedure interactions in children's addition and subtraction.
    Canobi KH.
    J Exp Child Psychol; 2009 Feb; 102(2):131-49. PubMed ID: 18809182
    [Abstract] [Full Text] [Related]

  • 4. The developmental relations between conceptual and procedural knowledge: a multimethod approach.
    Schneider M, Stern E.
    Dev Psychol; 2010 Jan; 46(1):178-92. PubMed ID: 20053016
    [Abstract] [Full Text] [Related]

  • 5. Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge.
    Schneider M, Rittle-Johnson B, Star JR.
    Dev Psychol; 2011 Nov; 47(6):1525-38. PubMed ID: 21823791
    [Abstract] [Full Text] [Related]

  • 6. Counting in sign language.
    Leybaert J, Van Cutsem MN.
    J Exp Child Psychol; 2002 Apr; 81(4):482-501. PubMed ID: 11890733
    [Abstract] [Full Text] [Related]

  • 7. Effects of prior assistance in using analogies on young children's unprompted analogical problem solving over time: a microgenetic study.
    Tunteler E, Resing WC.
    Br J Educ Psychol; 2007 Mar; 77(Pt 1):43-68. PubMed ID: 17411487
    [Abstract] [Full Text] [Related]

  • 8. Using cardinality to compare quantities: the role of social-cognitive conflict in early numeracy.
    Muldoon KP, Lewis C, Francis B.
    Dev Sci; 2007 Sep; 10(5):694-711. PubMed ID: 17683352
    [Abstract] [Full Text] [Related]

  • 9. Children's questions: a mechanism for cognitive development.
    Chouinard MM.
    Monogr Soc Res Child Dev; 2007 Sep; 72(1):vii-ix, 1-112; discussion 113-26. PubMed ID: 17394580
    [Abstract] [Full Text] [Related]

  • 10. Number words in young children's conceptual and procedural knowledge of addition, subtraction and inversion.
    Canobi KH, Bethune NE.
    Cognition; 2008 Sep; 108(3):675-86. PubMed ID: 18621361
    [Abstract] [Full Text] [Related]

  • 11. Early function concepts: their development and relation to certain mathematical and logical abilities.
    Davidson PM.
    Child Dev; 1987 Dec; 58(6):1542-55. PubMed ID: 3691201
    [Abstract] [Full Text] [Related]

  • 12. In pursuit of knowledge: comparing self-explanations, concepts, and procedures as pedagogical tools.
    Matthews P, Rittle-Johnson B.
    J Exp Child Psychol; 2009 Sep; 104(1):1-21. PubMed ID: 18937952
    [Abstract] [Full Text] [Related]

  • 13. Toddler subtraction with large sets: further evidence for an analog-magnitude representation of number.
    Slaughter V, Kamppi D, Paynter J.
    Dev Sci; 2006 Jan; 9(1):33-9. PubMed ID: 16445393
    [Abstract] [Full Text] [Related]

  • 14. The trouble with transfer: insights from microgenetic changes in the representation of numerical magnitude.
    Opfer JE, Thompson CA.
    Child Dev; 2008 Jan; 79(3):788-804. PubMed ID: 18489428
    [Abstract] [Full Text] [Related]

  • 15. On the relationship between handedness and hand-digit mapping in finger counting.
    Sato M, Lalain M.
    Cortex; 2008 Apr; 44(4):393-9. PubMed ID: 18387570
    [Abstract] [Full Text] [Related]

  • 16. When shoes become hammers: Goal-derived categorization training enhances problem-solving performance.
    Chrysikou EG.
    J Exp Psychol Learn Mem Cogn; 2006 Jul; 32(4):935-42. PubMed ID: 16822159
    [Abstract] [Full Text] [Related]

  • 17. Categorical flexibility in preschoolers: contributions of conceptual knowledge and executive control.
    Blaye A, Jacques S.
    Dev Sci; 2009 Nov; 12(6):863-73. PubMed ID: 19840042
    [Abstract] [Full Text] [Related]

  • 18. Development of linear measurement in five- and six-year-old children.
    Vine KW.
    Genet Soc Gen Psychol Monogr; 1985 Nov; 111(4):455-503. PubMed ID: 3836147
    [Abstract] [Full Text] [Related]

  • 19. When less is not always more: stereotype knowledge and reasoning development.
    De Neys W, Vanderputte K.
    Dev Psychol; 2011 Mar; 47(2):432-41. PubMed ID: 21142361
    [Abstract] [Full Text] [Related]

  • 20. Children's attention to beliefs in interactive persuasion tasks.
    Bartsch K, London K, Campbell MD.
    Dev Psychol; 2007 Jan; 43(1):111-20. PubMed ID: 17201512
    [Abstract] [Full Text] [Related]

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