Robert A Reeve
Biographic Data
| ID | 5763262 |
|---|---|
| NAME | Robert A Reeve |
| GIVEN NAMES | Robert A |
| FAMILY NAME | Reeve |
| SIGNATURE | REEVE R A |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-8429-053X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Enumeration strategy differences revealed by saccade-terminated eye tracking
Using Mental Representations of Space When Words Are Unavailable
Here the authors describe the nature and use of spatial strategies in a standard nonverbal addition task in two groups of children who speak only languages in which counting words are not available, as compared with children who were raised speaking English. They tested speakers of Warlpiri and Anindilyakwa aged between 4 and 7 years at two remote sites in the Northern Territory of Australia. These children used spatial strategies extensively and…
Patterns of knowledge in children's addition
Patterns of conceptual and procedural knowledge of addition were examined in 5- to 8-year-olds (N = 80). Conceptual knowledge was measured by assessing children's responses to problems in which addends were reordered or decomposed and recombined. Problems were presented using abstract symbols, numbers, and physical objects. Children were more successful in noticing that addends had been reordered rather than decomposed and in noticing the decompo…
The role of conceptual understanding in children's addition problem solving
The study examined the relationship between children's conceptual understanding and addition problem-solving procedures. Forty-eight 6- to 8-year-olds solved addition problems and, in a 2nd task, were prompted to judge whether a puppet could use the arithmetic properties of one problem to solve the next problem. Relational properties between consecutive problems were manipulated to reflect aspects of additive composition, commutativity, and assoc…
The role of conceptual understanding in children's addition problem solving
The study examined the relationship between children's conceptual understanding and addition problem-solving procedures. Forty-eight 6- to 8-year-olds solved addition problems and, in a 2nd task, were prompted to judge whether a puppet could use the arithmetic properties of one problem to solve the next problem. Relational properties between consecutive problems were manipulated to reflect aspects of additive composition, commutativity, and assoc…
Patterns of knowledge in children's addition
Patterns of conceptual and procedural knowledge of addition were examined in 5- to 8-year-olds (N = 80). Conceptual knowledge was measured by assessing children's responses to problems in which addends were reordered or decomposed and recombined. Problems were presented using abstract symbols, numbers, and physical objects. Children were more successful in noticing that addends had been reordered rather than decomposed and in noticing the decompo…
Using Mental Representations of Space When Words Are Unavailable
Here the authors describe the nature and use of spatial strategies in a standard nonverbal addition task in two groups of children who speak only languages in which counting words are not available, as compared with children who were raised speaking English. They tested speakers of Warlpiri and Anindilyakwa aged between 4 and 7 years at two remote sites in the Northern Territory of Australia. These children used spatial strategies extensively and…
The role of conceptual understanding in children's addition problem solving
The study examined the relationship between children's conceptual understanding and addition problem-solving procedures. Forty-eight 6- to 8-year-olds solved addition problems and, in a 2nd task, were prompted to judge whether a puppet could use the arithmetic properties of one problem to solve the next problem. Relational properties between consecutive problems were manipulated to reflect aspects of additive composition, commutativity, and assoc…
Patterns of knowledge in children's addition
Patterns of conceptual and procedural knowledge of addition were examined in 5- to 8-year-olds (N = 80). Conceptual knowledge was measured by assessing children's responses to problems in which addends were reordered or decomposed and recombined. Problems were presented using abstract symbols, numbers, and physical objects. Children were more successful in noticing that addends had been reordered rather than decomposed and in noticing the decompo…
Using Mental Representations of Space When Words Are Unavailable
Here the authors describe the nature and use of spatial strategies in a standard nonverbal addition task in two groups of children who speak only languages in which counting words are not available, as compared with children who were raised speaking English. They tested speakers of Warlpiri and Anindilyakwa aged between 4 and 7 years at two remote sites in the Northern Territory of Australia. These children used spatial strategies extensively and…
Enumeration strategy differences revealed by saccade-terminated eye tracking
Cognitive and developmental aspects of mathematical skills (4 works) · Psychology (4 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Mathematics (3 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works) · Child and Animal Learning Development (2 works) · Concept learning (2 works) · Developmental psychology (2 works)