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Erbeli, Florina; Shi, Qinxin; Campbell, Aaron R.; Hart, Sara A.; Woltering, Steven – Developmental Science, 2021

Reading and math attainment develop during elementary grades. Questions remain, though, about the co-developmental nature of the relation between reading and math. This study examined dynamic, longitudinal pathways between reading and math in first through fourth grades. Participants of the study were 554 academically at-risk children…

Descriptors: Reading Achievement, Mathematics Achievement, Elementary School Students, At Risk Students

Azaryahu, Libby; Courey, Susan Joan; Elkoshi, Rivka; Adi-Japha, Esther – Developmental Science, 2020

Music and mathematics require abstract thinking and using symbolic notations. Controversy exists regarding transfer from musical training to math achievements. The current study examined the effect of two integrated intervention programs representing holistic versus acoustic approaches, on fraction knowledge. Three classes of fourth graders…

Descriptors: Music Education, Mathematics Instruction, Mathematics Achievement, Holistic Approach

Caviola, Sara; Colling, Lincoln J.; Mammarella, Irene C.; Szucs, Dénes – Developmental Science, 2020

We determined the relative importance of the so-called approximate number system (ANS), symbolic number comparison (SNC) and verbal and spatial short-term and working memory (WM) capacity for mathematics achievement in 1,254 Grade 2, 4 and 6 children. The large sample size assured high power and low false report probability and allowed us to…

Descriptors: Elementary School Students, Number Systems, Short Term Memory, Mathematics Achievement

Passolunghi, Maria Chiara; De Vita, Chiara; Pellizzoni, Sandra – Developmental Science, 2020

Math anxiety (MA) is a specific feeling of tension generated by the manipulation of numerical stimuli in daily life and academic situations (Richardson & Suinn, 1972). This condition has significant repercussions on the individual's life at personal, social, and economic level. Literature on the topic of MA alleviation, however, is still…

Descriptors: Mathematics Anxiety, Mathematics Achievement, Elementary School Students, Grade 4

Wegener, Signy; Wang, Hua-Chen; Lissa, Peter; Robidoux, Serje; Nation, Kate; Castles, Anne – Developmental Science, 2018

There is an established association between children's oral vocabulary and their word reading but its basis is not well understood. Here, we present evidence from eye movements for a novel mechanism underlying this association. Two groups of 18 Grade 4 children received oral vocabulary training on one set of 16 novel words (e.g., 'nesh', 'coib'),…

Descriptors: Child Language, Oral Language, Vocabulary, Reading Skills

Braithwaite, David W.; Tian, Jing; Siegler, Robert S. – Developmental Science, 2018

Many children fail to master fraction arithmetic even after years of instruction. A recent theory of fraction arithmetic (Braithwaite, Pyke, & Siegler, 2017) hypothesized that this poor learning of fraction arithmetic procedures reflects poor conceptual understanding of them. To test this hypothesis, we performed three experiments examining…

Descriptors: Fractions, Addition, Arithmetic, Hypothesis Testing

Wong, Terry Tin-Yau – Developmental Science, 2018

The current study aimed to investigate the relation between conditional reasoning, which is a common type of logical reasoning, and children's mathematical problem solving. A sample of 124 fourth graders was tested for their conditional reasoning skills and their mathematical problem solving skills, as well as a list of control variables (e.g.,…

Descriptors: Correlation, Thinking Skills, Mathematics Skills, Problem Solving

Coch, Donna – Developmental Science, 2015

While behavioral and educational data characterize a fourth grade shift in reading development, neuroscience evidence is relatively lacking. We used the N400 component of the event-related potential waveform to investigate the development of single word processing across the upper elementary years, in comparison to adult readers. We presented…

Descriptors: Reading, Grade 4, Elementary School Students, Brain

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

De Visscher, Alice; Noël, Marie-Pascale – Developmental Science, 2014

Dyscalculia, or mathematics learning disorders, is currently known to be heterogeneous (Wilson & Dehaene, 2007). While various profiles of dyscalculia coexist, a general and persistent hallmark of this math learning disability is the difficulty in memorizing arithmetic facts (Geary, Hoard & Hamson, 1999; Jordan & Montani, 1997; Slade…

Descriptors: Arithmetic, Learning Disabilities, Memory, Interference (Learning)

Developmental Dissociation in the Neural Responses to Simple Multiplication and Subtraction Problems

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

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

Brissiaud, Remi; Sander, Emmanuel – Developmental Science, 2010

Before instruction, children solve many arithmetic word problems with informal strategies based on the situation described in the problem. A Situation Strategy First framework is introduced that posits that initial representation of the problem activates a situation-based strategy even after instruction: only when it is not efficient for providing…

Descriptors: Problem Solving, Mental Computation, Word Problems (Mathematics), Arithmetic

De Smedt, Bert; Taylor, Jessica; Archibald, Lisa; Ansari, Daniel – Developmental Science, 2010

While there is evidence for an association between the development of reading and arithmetic, the precise locus of this relationship remains to be determined. Findings from cognitive neuroscience research that point to shared neural correlates for phonological processing and arithmetic as well as recent behavioral evidence led to the present…

Descriptors: Phonology, Phonological Awareness, Short Term Memory, Reading Ability

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