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Bryant, Peter; Nunes, Terezinha; Barros, Rossana – British Journal of Educational Psychology, 2014
Background: Most psychologists who study children's reading assume that their hypotheses are relevant to children's success at school. This assumption is rarely tested. Aims: The study's aims were to see whether two successful measures of the processes underlying children's learning to read and write are related to their…
Descriptors: Learning Processes, Reading Processes, Writing Processes, Science Achievement
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Nunes, Terezinha; Bryant, Peter; Barros, Rossana; Sylva, Kathy – British Journal of Educational Psychology, 2012
Background: Two distinct abilities, mathematical reasoning and arithmetic skill, might make separate and specific contributions to mathematical achievement. However, there is little evidence to inform theory and educational practice on this matter. Aims: The aims of this study were (1) to assess whether mathematical reasoning and arithmetic make…
Descriptors: Evidence, Intelligence, Mathematics Achievement, Prediction
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Gilmore, Camilla K.; Bryant, Peter – British Journal of Educational Psychology, 2006
Background and aims: In order to develop arithmetic expertise, children must understand arithmetic principles, such as the inverse relationship between addition and subtraction, in addition to learning calculation skills. We report two experiments that investigate children's understanding of the principle of inversion and the relationship between…
Descriptors: Arithmetic, Word Problems (Mathematics), Problem Solving, Number Concepts
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Squire, Sarah; Davies, Charlotte; Bryant, Peter – British Journal of Educational Psychology, 2004
Background: Understanding arithmetical principles is a key part of a conceptual understanding of mathematics. However, very little attention has been paid to children's understanding of multiplicative, as compared to additive, principles. Aims: This study investigated (a) children's ability to use commutative and distributive cues to solve…
Descriptors: Cues, Mathematics Education, Factor Analysis, Multiplication