Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Elena R, Leib"'
Publikováno v:
Journal of Numerical Cognition, Vol 8, Iss 1, Pp 73-88 (2022)
Imbalances in problem distributions in math textbooks have been hypothesized to influence students’ performance. This hypothesis, however, rests on the assumption that textbook problems are representative of the problems that students encounter in
Externí odkaz:
https://doaj.org/article/fae3928e52de467e94fa91c7a7bc527a
Publikováno v:
Developmental scienceREFERENCES.
Relational thinking, the ability to represent abstract, generalizable relations, is a core component of reasoning and human cognition. Relational thinking contributes to fluid reasoning and academic achievement, particularly in the domain of math. Ho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fa8cdc2edbb3c8d38af093bafa29768a
https://pubmed.ncbi.nlm.nih.gov/36030539
https://pubmed.ncbi.nlm.nih.gov/36030539
Autor:
Silvia A. Bunge, Elena R. Leib
Publikováno v:
Current Directions in Psychological Science. 29:167-173
A belief about education that dates back several millennia is that in addition to imparting specific facts, it hones general cognitive abilities that can be leveraged for future learning. However, this idea has been a source of heated debate over the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::60c319e5dfa7da934f711153d1e7b83a
https://doi.org/10.1177/0963721419898818
https://doi.org/10.1177/0963721419898818
Relational thinking, the ability to represent abstract, generalizable relations, is a core component of reasoning and human cognition. Relational thinking contributes to fluid reasoning and academic achievement, particularly in the domain of math. Ho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f0b3ab08f9a72c86d2595b89f6ea5427
https://doi.org/10.31234/osf.io/e8754
https://doi.org/10.31234/osf.io/e8754
Autor:
Elena R Leib, Ariel Starr, Jessica Wise Younger, Project iLead Consortium, Silvia A. Bunge, Melina Uncapher, Miriam Rosenberg-Lee
The present study tests two predictions stemming from the hypothesis that a source of difficulty with rational numbers is interference from whole number magnitude knowledge. First, inhibitory control should be an independent predictor of fraction und
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fc13cd7d8695bfe1e70f0ab6cf96071b
https://doi.org/10.31234/osf.io/rwnbh
https://doi.org/10.31234/osf.io/rwnbh
Publikováno v:
Cognitive psychology. 112
Understanding fractions is critical to mathematical development, yet many children struggle with fractions even after years of instruction. Fraction arithmetic is particularly challenging. The present study employed a computational model of fraction
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9ffeda6c8b1b37fc6c12908000c2f456
https://pubmed.ncbi.nlm.nih.gov/31132666
https://pubmed.ncbi.nlm.nih.gov/31132666