U-shaped development in math
7-Year-Olds Outperform 9-Year-Olds on Equivalence Problems
Datos Bibliográficos
| ID | 9787259 |
|---|---|
| Autores | Nicole M Mcneil (0009-0005-0317-545X, University of Notre Dame, autor de correspondencia) |
| Año | 2007 |
| Volumen | 43 |
| Número | 3 |
| Páginas | 687-695 |
| Fecha de publicación | 2007-01-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Developmental Psychology (JOURNAL) |
| Identificadores de la revista | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Editorial | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.43.3.687 |
| PMID | 17484580 |
| OpenAlex | W2088381906 |
| Idioma | EN |
| Citas recibidas | 9 |
| Referencias citadas | 16 |
What is the nature of the association between age (7-11 years) and performance on mathematical equivalence problems (e.g., 7+4+5+7+_)? Many prevailing theories suggest that there should be a positive association. However, change-resistance accounts (e.g., N. M. McNeil & M. W. Alibali, 2005b) predict a U-shaped association. The purpose of the present research was to test these differing predictions. Results from two studies supported a change-resistance account. In the first study (N=87), performance on equivalence problems declined between the ages of 7 and 9 and improved between the ages of 9 and 11. The decrements in performance between the ages of 7 and 9 were then replicated in a second study (N=35). Results suggest that the association between age and performance on equivalence problems is U-shaped
Association (psychology · Developmental psychology · Equivalence (formal languages · Pure mathematics · Cognitive and developmental aspects of mathematical skills · Mathematics · Mathematics Education and Pedagogy · Mathematics Education and Teaching Techniques · Psychology
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| Obras citantes distintas | 9 |
|---|---|
| Citas por año | 0,47 |
| Intervalo de citas | 2007 - 2026 (20) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 9 |