Zobrazeno 1 - 10
of 38
pro vyhledávání: '"Miriam Bassok"'
Publikováno v:
Thinking & Reasoning. 24:179-197
The present study examined whether a dissociation among formats for rational numbers (fractions, decimals, and percentages) can be obtained in tasks that require comparing a number to a non-symbolic quantity (discrete or else continuous). In Experime
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b38052bd2f93d8e5b32d609a41470961
https://doi.org/10.1080/13546783.2017.1367327
https://doi.org/10.1080/13546783.2017.1367327
Publikováno v:
Attention, Perception, & Psychophysics. 79:1426-1437
Recent research has begun to investigate the impact of different formats for rational numbers on the processes by which people make relational judgments about quantitative relations. DeWolf, Bassok, and Holyoak (Journal of Experimental Psychology: Ge
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a2189d83a1500d569fa451e9555c7fda
https://doi.org/10.3758/s13414-017-1312-y
https://doi.org/10.3758/s13414-017-1312-y
Publikováno v:
Journal of Experimental Child Psychology. 152:351-366
Recent work has identified correlations between early mastery of fractions and later math achievement, especially in algebra. However, causal connections between aspects of reasoning with fractions and improved algebra performance have yet to be esta
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::95fe543ec4ba39c13f7834ff86283aed
https://doi.org/10.1016/j.jecp.2016.06.016
https://doi.org/10.1016/j.jecp.2016.06.016
Autor:
Miriam Bassok, Michelene T. H. Chi
Publikováno v:
Knowing, Learning, and Instruction ISBN: 9781315044408
This paper summarizes the results of our investigation of: 1) how students learn to solve simple mechanics problems; 2) what is learned when they study worked-out examples in the text; and 3) how they use what has been learned from the examples while
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bec425b5bc7f7f1f7d61263ed2741f59
https://doi.org/10.4324/9781315044408-8
https://doi.org/10.4324/9781315044408-8
Publikováno v:
Journal of experimental child psychology, vol 133
DeWolf, M; Bassok, M; & Holyoak, KJ. (2015). From rational numbers to algebra: Separable contributions of decimal magnitude and relational understanding of fractions. Journal of Experimental Child Psychology, 133, 72-84. doi: 10.1016/j.jecp.2015.01.013. UCLA: Retrieved from: http://www.escholarship.org/uc/item/8558c835
DeWolf, M; Bassok, M; & Holyoak, KJ. (2015). From rational numbers to algebra: Separable contributions of decimal magnitude and relational understanding of fractions. Journal of Experimental Child Psychology. doi: 10.1016/j.jecp.2015.01.013. UCLA: Retrieved from: http://www.escholarship.org/uc/item/6jn8h72w
Journal of Experimental Child Psychology, vol 133
DeWolf, M; Bassok, M; & Holyoak, KJ. (2015). From rational numbers to algebra: Separable contributions of decimal magnitude and relational understanding of fractions. Journal of Experimental Child Psychology, 133, 72-84. doi: 10.1016/j.jecp.2015.01.013. UCLA: Retrieved from: http://www.escholarship.org/uc/item/8558c835
DeWolf, M; Bassok, M; & Holyoak, KJ. (2015). From rational numbers to algebra: Separable contributions of decimal magnitude and relational understanding of fractions. Journal of Experimental Child Psychology. doi: 10.1016/j.jecp.2015.01.013. UCLA: Retrieved from: http://www.escholarship.org/uc/item/6jn8h72w
Journal of Experimental Child Psychology, vol 133
© 2015 Elsevier Inc. To understand the development of mathematical cognition and to improve instructional practices, it is critical to identify early predictors of difficulty in learning complex mathematical topics such as algebra. Recent work has s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8aaa8a891233acf971a27077553756fe
https://doi.org/10.1016/j.jecp.2015.01.013
https://doi.org/10.1016/j.jecp.2015.01.013
Autor:
Christina Barbieri, Marcia A. Barnes, Miriam Bassok, Kreshnik N. Begolli, Daniel B. Berch, Julie L. Booth, Rebecca Bull, Sara Caviola, Briana Chang, Jodi L. Davenport, Melissa DeWolf, Kelley Durkin, Mary Wagner Fuhs, David C. Geary, David Giofrè, Nicole Hansen, Keith J. Holyoak, Caroline Byrd Hornburg, Nancy C. Jordan, Kathleen Mann Koepke, Kerry Lee, Irene C. Mammarella, James L. McClelland, Kelly M. McGinn, Nicole M. McNeil, Kevin W. Mickey, Dana Miller-Cotto, Swee Fong Ng, Connor D. O'Rear, Robert J. Ochsendorf, Kimberly P. Raghubar, Ilyse Resnick, Bethany Rittle-Johnson, Katherine M. Robinson, Jessica Rodrigues, Robert S. Siegler, Jon R. Star, Catherine Thevenot, Xenia Vamvakoussi, Wim Van Dooren, Jo Van Hoof, Lieven Verschaffel, Laura K. Young
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::de9a62b13df6da41b1fc830658f30727
https://doi.org/10.1016/b978-0-12-805086-6.00017-5
https://doi.org/10.1016/b978-0-12-805086-6.00017-5
Fractions differ from other number types, such as whole numbers, both conceptually and in format. Previous research has highlighted the extent to which fractions and other rational numbers pose difficult challenges for children and adults. In this ch
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7e4cb12f9193027519c0c22e61ff2307
https://doi.org/10.1016/b978-0-12-805086-6.00007-2
https://doi.org/10.1016/b978-0-12-805086-6.00007-2
Autor:
Amy Guthormsen, Keith J. Holyoak, Kristie J. Fisher, Lee Osterhout, Miriam Bassok, Melissa DeWolf
Publikováno v:
Guthormsen, AM; Fisher, KJ; Bassok, M; Osterhout, L; Dewolf, M; & Holyoak, KJ. (2016). Conceptual Integration of Arithmetic Operations With Real-World Knowledge: Evidence From Event-Related Potentials. Cognitive Science, 40(3), 723-757. doi: 10.1111/cogs.12238. UCLA: Retrieved from: http://www.escholarship.org/uc/item/2zr0f8qx
Cognitive science, vol 40, iss 3
Cognitive science, vol 40, iss 3
© 2016 Cognitive Science Society, Inc. Research on language processing has shown that the disruption of conceptual integration gives rise to specific patterns of event-related brain potentials (ERPs)-N400 and P600 effects. Here, we report similar ER
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e6f79ed189b88146099de1553506dd2b
http://www.escholarship.org/uc/item/2zr0f8qx
http://www.escholarship.org/uc/item/2zr0f8qx
Publikováno v:
Lee, HS; DeWolf, M; Bassok, M; & Holyoak, KJ. (2016). Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison. Cognition, 147, 57-69. doi: 10.1016/j.cognition.2015.11.005. UCLA: Retrieved from: http://www.escholarship.org/uc/item/47f6s23p
Cognition, vol 147
Cognition, vol 147
© 2015 Elsevier B.V.. Previous work has shown that adults in the United States process fractions and decimals in distinctly different ways, both in tasks requiring magnitude judgments and in tasks requiring mathematical reasoning. In particular, fra
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cdec0f5fc1de9727fe911c55ec30e06b
https://escholarship.org/uc/item/47f6s23p
https://escholarship.org/uc/item/47f6s23p
Publikováno v:
DeWolf, M; Chiang, JN; Bassok, M; Holyoak, KJ; & Monti, MM. (2016). Neural representations of magnitude for natural and rational numbers. NEUROIMAGE, 141, 304-312. doi: 10.1016/j.neuroimage.2016.07.052. UCLA: Retrieved from: http://www.escholarship.org/uc/item/3bf9t2s1
Humans have developed multiple symbolic representations for numbers, including natural numbers (positive integers) as well as rational numbers (both fractions and decimals). Despite a considerable body of behavioral and neuroimaging research, it is c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cdb8ed8d2f23d64e4036869b7dd78b41
https://pubmed.ncbi.nlm.nih.gov/27474523
https://pubmed.ncbi.nlm.nih.gov/27474523