Daniela Alvarez-Vargas
Biographic Data
| ID | 2333452 |
|---|---|
| NAME | Daniela Alvarez-Vargas |
| GIVEN NAMES | Daniela |
| FAMILY NAME | Alvarez-Vargas |
| SIGNATURE | ALVAREZ-VARGAS D |
| AFFILIATIONS | University of California, Irvine |
| ORCID | 0000-0002-4075-1154 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Networks and directed acyclic graphs
You did a great job building that!” Links between parent–child prosocial talk and spatial language
We investigated the extent to which parents' prosocial talk and negations relate to the quantity and diversity of parents' spatial language production. We also examined similar associations among children. Participants included 51 children of ages 4-7 years and their parents recruited from South Florida. Most of the dyads included mothers and were Hispanic and bilingual. Dyads constructed a Lego house for 10 min. Sessions were transcribed and cod…
Triangulating on developmental models with a combination of experimental and nonexperimental estimates
Plausible competing developmental models show similar or identical structural equation modeling model fit indices, despite making very different causal predictions. One way to help address this problem is incorporating outside information into selecting among models. This study attempted to select among developmental models of children's early mathematical skills by incorporating information about the extent to which models forecast the longitudi…
Evidence-based designs for physically active and playful math learning
In this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can be directly applied by teachers within their classrooms and beyond the classrooms into the schoolyard.…
Fraction ball
Fraction and decimal number learning are notoriously difficult for elementary-aged students. Fraction Ball represents a new way to engage children in fraction and decimal number learning that is playful, engaging, embodied, physically active, and rooted in cognitive science research. In our work, we provide evidence for the efficacy of Fraction Ball in promoting rational number learning through a rigorous experimental design. We also demonstrate …
Complementarities between early educational intervention and later educational quality? A systematic review of the sustaining environments hypothesis
Evidence-based designs for physically active and playful math learning
In this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can be directly applied by teachers within their classrooms and beyond the classrooms into the schoolyard.…
Triangulating on developmental models with a combination of experimental and nonexperimental estimates
Plausible competing developmental models show similar or identical structural equation modeling model fit indices, despite making very different causal predictions. One way to help address this problem is incorporating outside information into selecting among models. This study attempted to select among developmental models of children's early mathematical skills by incorporating information about the extent to which models forecast the longitudi…
Complementarities between early educational intervention and later educational quality? A systematic review of the sustaining environments hypothesis
Fraction ball
Fraction and decimal number learning are notoriously difficult for elementary-aged students. Fraction Ball represents a new way to engage children in fraction and decimal number learning that is playful, engaging, embodied, physically active, and rooted in cognitive science research. In our work, we provide evidence for the efficacy of Fraction Ball in promoting rational number learning through a rigorous experimental design. We also demonstrate …
You did a great job building that!” Links between parent–child prosocial talk and spatial language
We investigated the extent to which parents' prosocial talk and negations relate to the quantity and diversity of parents' spatial language production. We also examined similar associations among children. Participants included 51 children of ages 4-7 years and their parents recruited from South Florida. Most of the dyads included mothers and were Hispanic and bilingual. Dyads constructed a Lego house for 10 min. Sessions were transcribed and cod…
Triangulating on developmental models with a combination of experimental and nonexperimental estimates
Plausible competing developmental models show similar or identical structural equation modeling model fit indices, despite making very different causal predictions. One way to help address this problem is incorporating outside information into selecting among models. This study attempted to select among developmental models of children's early mathematical skills by incorporating information about the extent to which models forecast the longitudi…
Evidence-based designs for physically active and playful math learning
In this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can be directly applied by teachers within their classrooms and beyond the classrooms into the schoolyard.…
Networks and directed acyclic graphs
Psychology (5 works) · Computer Science (4 works) · Artificial Intelligence (3 works) · Artificial Intelligence (3 works) · Mathematics (3 works) · Basketball (2 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Combinatorics (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works)