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Dickinson, David K.; Collins, Molly F.; Nesbitt, Kimberly; Toub, Tamara Spiewak; Hassinger-Das, Brenna; Hadley, Elizabeth Burke; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Journal of Cognition and Development, 2019
There is a need for empirically based educational practices shown to support learning, yet validation tends to require a high degree of experimental control that can limit ecological validity and translation to classrooms. We describe our iterative intervention design to support preschoolers' vocabulary through book reading coupled with playful…
Descriptors: Preschool Children, Intervention, Low Income Students, Vocabulary Development
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Rittle-Johnson, Bethany; Fyfe, Emily R.; McLean, Laura E.; McEldoon, Katherine L. – Journal of Cognition and Development, 2013
Young children have an impressive amount of mathematics knowledge, but past psychological research has focused primarily on their number knowledge. Preschoolers also spontaneously engage in a form of early algebraic thinking-patterning. In the current study, we assessed 4-year-old children's knowledge of repeating patterns on two occasions…
Descriptors: Mathematics, Knowledge Level, Algebra, Thinking Skills
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Schwartz, Daniel L.; Martin, Taylor; Pfaffman, Jay – Journal of Cognition and Development, 2005
Three studies examined whether mathematics can propel the development of physical understanding. In Experiment 1, 10-year-olds solved balance scale problems that used easy-to-count discrete quantities or hard-to-count continuous quantities. Discrete quantities led to age typical performances. Continuous quantities caused performances like those of…
Descriptors: Computer Assisted Instruction, Developmental Psychology, Experiments, Problem Solving