Developmental predictors of children's fraction concepts and procedures at the end of fourth grade were investigated in a 2-year longitudinal study. Participants were 357 children who started the study in third grade. Attentive behavior, language, nonverbal reasoning, number line estimation, calculation fluency, and reading fluency each…

This paper argues in favor of using interactional strategies in the study of formal operations reasoning. Interactional designs allow a convergent approach to specifying processes underlying the interaction of variables. In contrast, current methodologies contain two inherent disadvantages: they have limited utility in specifying the processes…

This paper questions evidence for the thesis that causal reasoning of older children is more logical than that of younger ones, and describes two experiments which attempted to determine (1) whether there are true developmental differences in causal reasoning, and (2) what explanations for developmental differences can be supported. In the first…

Five experiments were performed in the area of children's causal reasoning to validate a previously reported developmental difference, to examine the role of a possible mediating mechanism, and to test a number of competing theoretical interpretations. (GO)

Proposes five generalizations on existing knowledge, learning, and their interaction, and discusses evidence for these from recent research on children's learning, memory, conceptual understanding, and problem solving. (Author/AOS)

This paper describes six experiments performed to investigate elementary school childrens' understanding of a proportionality concept, the concept of fullness. (CM)

This paper reports two experimental studies of the development of time, speed and distance concepts in children. In Experiment I subjects (12 in each of four age groups: 5-, 8-, 11-year-olds, and adults) were asked to judge which of two electric trains on parallel tracks went faster, for the longer distance, or for more time. Subject's knowledge…