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Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
Counting is a complex cognitive process that is paramount to arithmetical development at school. The improvement of counting skills of children depends on their understanding of the logical and conventional rules involved. While the logical rules are
Externí odkaz:
https://doaj.org/article/9fe13247145d4bd88dd58d3307893bbd
Publikováno v:
Revista Espanola de Enfermedades Digestivas, Vol 105, Iss 1, Pp 13-18 (2013)
Background: symptoms attributed to the lactose intolerance are an important public health issue because of their prevalence and social relevance. Also because they may cause undue rejection of dairy products consume with potential health consequences
Externí odkaz:
https://doaj.org/article/6a0d68aec4b7477c9496e552da289718
Autor:
Ileana Enesco, Cristina Dopico, Ana Isabel Rodríguez Escudero, Oliva Lago, Purificación Rodríguez
Publikováno v:
International Journal of Behavioral Development. 43:97-106
The current study investigated whether children’s conformity to a majority testimony influenced their willingness to revise their own erroneous counting knowledge. The content of the testimonies focused on conventional rules of counting, by means o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5d7a65364bc8c90fc1542cef9b8e6fc8
https://doi.org/10.1177/0165025418820639
https://doi.org/10.1177/0165025418820639
Autor:
Ma Oliva Lago, Cristina Dopico, Purificación Rodríguez, Ileana Enesco, Ana Isabel Rodríguez Escudero
Publikováno v:
European Journal of Psychology of Education. 32:483-500
This study addresses the influence of schoolteachers’ testimonies on children’s conceptions about unconventional correct counts or pseudoerrors. A total of 158 kindergarteners and second graders were individually interviewed: Fifty children parti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6d712517fea58150169035bfeae49543
https://doi.org/10.1007/s10212-016-0319-4
https://doi.org/10.1007/s10212-016-0319-4
Publikováno v:
British Journal of Developmental Psychology. 34:169-180
This study examines children's comprehension of non-essential counting features (conventional rules). The objective of the study was to determine whether the presence or absence of cardinal values in pseudoerrors and the type of conventional rule vio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::08a36d1c72c109023df262b56bacbf9f
https://doi.org/10.1111/bjdp.12121
https://doi.org/10.1111/bjdp.12121
Publikováno v:
Cognitive Development. 33:73-83
This 3-year longitudinal study examines developmental changes in children's ability to differentiate essential from nonessential counting features. Kindergarteners watched a computer-presented detection task which included three kinds of counts: corr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f4ed2395d0f98b3e8762313287385c5
https://doi.org/10.1016/j.cogdev.2014.05.003
https://doi.org/10.1016/j.cogdev.2014.05.003
Publikováno v:
British Journal of Developmental Psychology. 29:593-611
The general purpose of this study was to analyse the developmental relations between the early forms of ethnic attitudes, and the classification abilities of the young child. We designed new cognitive tasks within a detection paradigm adapted to pres
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::043adfe8efd47d10bdceeb04ab8a81d7
https://doi.org/10.1348/026151010x524896
https://doi.org/10.1348/026151010x524896
Publikováno v:
RUIdeRA. Repositorio Institucional de la UCLM
instname
instname
Studies of the development of racial awareness have used – albeit asystematically – stimuli of varying degrees of realism (dolls, drawings, photographs). Although researchers have weighed the advantages and disadvantages of using one or the other
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::801096d116760fab80e0b8f23bdc4967
https://doi.org/10.1016/j.cogdev.2009.07.001
https://doi.org/10.1016/j.cogdev.2009.07.001
Autor:
M. Oliva Lago, M. Lourdes Hernández, Sonia Caballero, Silvia Guerrero, Purificación Rodríguez, Laura Jiménez
Publikováno v:
European Journal of Psychology of Education. 24:529-543
Division-With-Remainder (DWR) problems are particularly complex, as suggested in many studies. The purpose of this work was to establish whether students’ difficulties in DWR problems came from an inadequate initial representation or from an inadeq
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b3fead87ebb4c655f475c2482005cbda
https://doi.org/10.1007/bf03178766
https://doi.org/10.1007/bf03178766