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| Rittle-Johnson, Bethany | 2 |
| Siegler, Robert S. | 2 |
| Alibali, Martha Wagner | 1 |
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| Journal Articles | 2 |
| Reports - Research | 1 |
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Peer reviewedRittle-Johnson, Bethany; Siegler, Robert S. – Child Development, 1999
Employed a trial-by-trial analysis of spelling-strategy use to examine whether the overlapping-waves model could account for strategy choices in spelling for children tested in first and second grade. Found that the model was useful for understanding the development of spelling, despite the fact that explicit use of backup strategies had a minimal…
Descriptors: Age Differences, Elementary School Students, Learning Strategies, Longitudinal Studies
Peer reviewedRittle-Johnson, Bethany; Siegler, Robert S.; Alibali, Martha Wagner – Journal of Educational Psychology, 2001
Proposes that conceptual and procedural knowledge develop in an iterative fashion and improved problem representation is one mechanism underlying the relations between them. Two experiments were conducted with 5th and 6th grade students learning about decimal fractions. Results indicate conceptual and procedural knowledge do develop, iteratively,…
Descriptors: Concept Mapping, Elementary School Mathematics, Grade 5, Grade 6
