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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Did you mean "gerry David"?
Showing 1 to 15 of 44 results
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Geary, David C. – Developmental Psychology, 2011
The study's goal was to identify the beginning of 1st grade quantitative competencies that predict mathematics achievement start point and growth through 5th grade. Measures of number, counting, and arithmetic competencies were administered in early 1st grade and used to predict mathematics achievement through 5th (n = 177), while controlling for…
Descriptors: Intelligence, Mathematics Education, Reading Achievement, Mathematics Achievement
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Geary, David C. – Learning and Individual Differences, 2010
The collection of articles in this special issue and related studies over the past decade provides a fine example of the substantial progress that has been made in our understanding and remediation of mathematical learning disabilities and difficulties since 1993 (Geary, 1993). The originally proposed procedural and retrieval deficits have been…
Descriptors: Mathematics Education, Learning Disabilities, Short Term Memory, Neuropsychology
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Geary, David C. – Educational Psychologist, 2009
Alexander, Schallert, and Reynolds's (2009/this issue) "what," "where," "who," and "when" framework situates different perspectives on learning in different places in this multidimensional space and by doing so helps us to better understand seemingly disparate approaches to learning. The framework is in need of a fifth, "why" dimension. The "why"…
Descriptors: Learning Strategies, Theory Practice Relationship, Learning Motivation, Adolescents
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Geary, David C. – Educational Psychologist, 2008
Schools are a central interface between evolution and culture. They are the contexts in which children learn the evolutionarily novel abilities and knowledge needed to function as adults in modern societies. Evolutionary educational psychology is the study of how an evolved bias in children's learning and motivational systems influences their…
Descriptors: Educational Psychology, Learning Motivation, Evolution, Bias
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Geary, David C. – Educational Psychologist, 2008
Commentators' questions about the utility of an evolutionarily informed approach to children's schooling are addressed. I begin with discussion of our knowledge of the organization of evolved folk domains and clarify my proposals as to how evolved learning and motivational biases might influence the acquisition of nonevolved academic competencies.…
Descriptors: Educational Psychology, Folk Culture, Evolution, Academic Ability
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Geary, David C.; Hoard, Mary K.; Bailey, Drew H. – Journal of Learning Disabilities, 2012
Using 4 years of mathematics achievement scores, groups of typically achieving children (n = 101) and low achieving children with mild (LA-mild fact retrieval; n = 97) and severe (LA-severe fact retrieval; n = 18) fact retrieval deficits and mathematically learning disabled children (MLD; n = 15) were identified. Multilevel models contrasted…
Descriptors: Learning Disabilities, Mathematics Achievement, Achievement Tests, Short Term Memory
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Bailey, Drew H.; Littlefield, Andrew; Geary, David C. – Journal of Experimental Child Psychology, 2012
The ability to retrieve basic arithmetic facts from long-term memory contributes to individual and perhaps sex differences in mathematics achievement. The current study tracked the codevelopment of preference for using retrieval over other strategies to solve single-digit addition problems, independent of accuracy, and skilled use of retrieval…
Descriptors: Reaction Time, Grades (Scholastic), Mathematics Achievement, Short Term Memory
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Geary, David C.; Hoard, Mary K.; Nugent, Lara – Journal of Experimental Child Psychology, 2012
Children's (N = 275) use of retrieval, decomposition (e.g., 7 = 4+3 and thus 6+7 = 6+4+3), and counting to solve additional problems was longitudinally assessed from first grade to fourth grade, and intelligence, working memory, and in-class attentive behavior was assessed in one or several grades. The goal was to assess the relation between…
Descriptors: Intelligence, Mathematics Achievement, Short Term Memory, Grade 4
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Cho, Soohyun; Ryali, Srikanth; Geary, David C.; Menon, Vinod – Developmental Science, 2011
Cognitive development and learning are characterized by diminished reliance on effortful procedures and increased use of memory-based problem solving. Here we identify the neural correlates of this strategy shift in 7-9-year-old children at an important developmental period for arithmetic skill acquisition. Univariate and multivariate approaches…
Descriptors: Brain, Problem Solving, Children, Memory
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Geary, David C. – Journal of Learning Disabilities, 2005
Gersten, Jordan, and Flojo (in this issue) provide the beginnings of an essential bridge between basic research on mathematical disabilities (MD) in young children and the application of this research for the early identification and remediation of these forms of learning disability. As they acknowledge, the field of MD is in the early stages of…
Descriptors: Foreign Countries, Identification, Epistemology, Developmental Stages
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Geary, David C. – Psychological Bulletin, 2005
J. Weeden and J. Sabini's finding of small to no relation between traits rated as attractive in a mate and health of that mate might be interpreted as consistent with C. Darwin's (1859) proposal that these traits are arbitrary signs of beauty. However, such a conclusion would be premature. A combination of consistent empirical findings with…
Descriptors: Interpersonal Relationship, Physical Health, Physical Characteristics, Evolution
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Winegard, Benjamin; Bailey, Drew H.; Oxford, Jonathan; Geary, David C. – American Psychologist, 2010
Comments on Evolutionary psychology: Controversies, questions, prospects, and limitations by Confer et al. We applaud Confer et al.'s (February-March 2010) clarifications of the many misconceptions surrounding the use of evolutionary analyses in psychology. As they noted, such misunderstandings are common and result in a curious tendency of some…
Descriptors: Evolution, Psychologists, Psychology, Misconceptions
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Bailey, Drew H.; Hoard, Mary K.; Nugent, Lara; Geary, David C. – Journal of Experimental Child Psychology, 2012
Competence with fractions predicts later mathematics achievement, but the codevelopmental pattern between fractions knowledge and mathematics achievement is not well understood. We assessed this codevelopment through examination of the cross-lagged relation between a measure of conceptual knowledge of fractions and mathematics achievement in sixth…
Descriptors: Intelligence, Mathematics Achievement, Numbers, Grade 6
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Geary, David C.; Bailey, Drew H.; Hoard, Mary K. – Journal of Psychoeducational Assessment, 2009
The Number Sets Test was developed to assess the speed and accuracy with which children can identify and process quantities represented by Arabic numerals and object sets. The utility of this test for predicting mathematics achievement and risk for mathematical learning disability (MLD) was assessed for a sample of 223 children. A signal detection…
Descriptors: Response Style (Tests), Learning Disabilities, Mathematics Achievement, Short Term Memory
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Siegler, Robert; Carpenter, Thomas; Fennell, Francis; Geary, David; Lewis, James; Okamoto, Yukari; Thompson, Laurie; Wray, Jonathan – What Works Clearinghouse, 2010
This practice guide presents five recommendations intended to help educators improve students' understanding of, and problem-solving success with, fractions. Recommendations progress from proposals for how to build rudimentary understanding of fractions in young children; to ideas for helping older children understand the meaning of fractions and…
Descriptors: Mathematics, Problem Solving, Young Children, Elementary Education
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