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Xenidou-Dervou, Iro; Van Luit, Johannes E. H.; Kroesbergen, Evelyn H.; Friso-van den Bos, Ilona; Jonkman, Lisa M.; van der Schoot, Menno; van Lieshout, Ernest C. D. M. – Developmental Science, 2018
Research has identified various domain-general and domain-specific cognitive abilities as predictors of children's individual differences in mathematics achievement. However, research into the predictors of children's individual growth rates, namely between-person differences in within-person change in mathematics achievement is scarce. We…
Descriptors: Predictor Variables, Structural Equation Models, Cognitive Ability, Mathematics Instruction
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Lallier, Marie; Acha, Joana; Carreiras, Manuel – Developmental Science, 2016
This study investigates whether orthographic consistency and transparency of languages have an impact on the development of reading strategies and reading sub-skills (i.e. phonemic awareness and visual attention span) in bilingual children. We evaluated 21 French (opaque)-Basque (transparent) bilingual children and 21 Spanish (transparent)-Basque…
Descriptors: Bilingualism, French, Spanish, Languages
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Lyons, Ian M.; Price, Gavin R.; Vaessen, Anniek; Blomert, Leo; Ansari, Daniel – Developmental Science, 2014
Math relies on mastery and integration of a wide range of simpler numerical processes and concepts. Recent work has identified several numerical competencies that predict variation in math ability. We examined the unique relations between eight basic numerical skills and early arithmetic ability in a large sample (N = 1391) of children across…
Descriptors: Predictor Variables, Elementary School Students, Grade 1, Grade 2
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Prado, Jérôme; Mutreja, Rachna; Booth, James R. – Developmental Science, 2014
Mastering single-digit arithmetic during school years is commonly thought to depend upon an increasing reliance on verbally memorized facts. An alternative model, however, posits that fluency in single-digit arithmetic might also be achieved via the increasing use of efficient calculation procedures. To test between these hypotheses, we used a…
Descriptors: Hypothesis Testing, Numeracy, Arithmetic, Computation
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Rouder, Jeffrey N.; Geary, David C. – Developmental Science, 2014
Learning of the mathematical number line has been hypothesized to be dependent on an inherent sense of approximate quantity. Children's number line placements are predicted to conform to the underlying properties of this system; specifically, placements are exaggerated for small numerals and compressed for larger ones. Alternative hypotheses…
Descriptors: Numbers, Number Concepts, Cognitive Development, Child Development
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Zuijen, Titia L.; Plakas, Anna; Maassen, Ben A. M.; Maurits, Natasha M.; van der Leij, Aryan – Developmental Science, 2013
Dyslexia is heritable and associated with phonological processing deficits that can be reflected in the event-related potentials (ERPs). Here, we recorded ERPs from 2-month-old infants at risk of dyslexia and from a control group to investigate whether their auditory system processes /bAk/ and /dAk/ changes differently. The speech sounds were…
Descriptors: Infants, Dyslexia, At Risk Persons, Cognitive Processes
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Raver, C. Cybele; McCoy, Dana Charles; Lowenstein, Amy E.; Pess, Rachel – Developmental Science, 2013
The present longitudinal study tested the roles of early childhood executive control (EC) as well as exposure to poverty-related adversity at family and school levels as key predictors of low-income children's EC in elementary school ("n" = 391). Findings suggest that children's EC difficulties in preschool and lower family income from…
Descriptors: Individual Differences, Executive Function, Low Income Groups, Poverty
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Danovitch, Judith H.; Keil, Frank C. – Developmental Science, 2008
Three experiments investigated whether children in grades K, 2, and 4 (n = 144) view emotional comprehension as important in solving moral dilemmas. The experiments asked whether a human or an artificially intelligent machine would be best at solving different types of problems, ranging from moral and emotional to nonmoral and pragmatic. In…
Descriptors: Moral Issues, Moral Values, Psychological Patterns, Emotional Response
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Jordan, Nancy C.; Kaplan, David; Ramineni, Chaitanya; Locuniak, Maria N. – Developmental Science, 2008
Children's change over time in frequency of finger use on number combinations was examined in relation to their change in accuracy. Performance was tracked longitudinally over 11 time points, from the beginning of kindergarten (mean age = 5.7 years) to the end of second grade (n= 217). Accuracy in number combinations increased steadily during the…
Descriptors: Low Income Groups, Middle Class, Females, Kindergarten