Dana Miller‐cotto
Dados Biográficos
| ID | 2746883 |
|---|---|
| NOME | Dana Miller‐cotto |
| PRENOMES | Dana |
| SOBRENOME | Miller‐cotto |
| ASSINATURA | COTTO D M |
| AFILIAÇÕES | Kent State University |
| ORCID | 0000-0003-0577-4868 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 8 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Growing up fast, thinking faster
Interplay Between Social–Emotional Competence, Executive Function, and Early Mathematical Skills
This study investigated the developmental cascade from social–emotional competence (SEC) to early mathematical skills via executive function (EF), specifically examining the moderating role of math anxiety (MA) as a resource dampener and gender heterogeneity. Participants included 765 Chinese preschoolers (mean age = 61.08 months; range: 48–82 months). Results indicated that working memory was the most robust EF predictor of mathematical performa…
Examining Subgroup Differences in School Readiness and Math Achievement in Asian American Children Through the Opportunity-Propensity Model
Research Findings: The opportunity-propensity model of achievement was used to examine the ways in which demographic characteristics, child characteristics, and characteristics of home and learning environment predict mathematics achievement in different subgroups of Asian American Kindergartners (N = 962) from a nationally representative sample. We conducted a path analysis with spring math scores as the outcome, and propensity (self-regulation,…
Variability in math achievement growth among students with early math learning difficulties and the role of school supports
Examining ethnic/racial measurement invariance in fourth-grade executive function
Does working memory moderate the effect of fading on math performance
BACKGROUND: Cognitive load theory suggests that novice learners may have limited working memory capacity; thus, difficult materials may impose cognitive load and prevent learning. To remedy this, proponents have suggested using various forms of worked examples to reduce cognitive load, such as fading or sequentially removing steps of a problem until the learner is solving it on their own. However, it's unclear how working memory may moderate the …
Recognizing People's Agency Amidst Disadvantage
In understanding the psychology of social inequalities, research has often portrayed groups of individuals in disadvantaged positions as lacking in agency, skills, or motivation–portrayals that can stigmatize these groups. Countering this stigma, recent developments have been made in so‐called “strength‐based” research to better understand and acknowledge the agency, skills, and motivation people in disadvantaged positions often show. Yet, this r…
Understanding working memory as a facilitator of math problem-solving
BackgroundHigh working memory capacity is associated with improved mathematical problem-solving skills. A leading theory about why working memory enhances problem-solving suggests that capable problem solvers might offload information from their working memory for later use.AimsThis study examined whether the ability to offload information improved problem-solving for learners with lower working memory capacity.Sample(s)The participants consisted…
When ethnic–racial discrimination from math teachers spills over and predicts the math adjustment of nondiscriminated adolescents
Ethnic-racial discrimination is a pernicious experience that affects discriminated adolescents' healthy human development, but the spillover consequences of discrimination on the nondiscriminated adolescent population are less clear. Adolescents who vicariously witness their classmates experience ethnic-racial discrimination from educators may question their educators' authority and classroom rules, and educators who perpetuate discrimination may…
Historical, Methodological, and Philosophical Analysis of the Working Memory Construct
The authors discuss the continued viability of the working memory construct by examining its origin and historical development in the field of psychology and critiquing it on theoretical, philosophical, and methodological grounds. They do so by asking and answering the following questions: (a) When and why did the construct first emerge in psychological theorizing?, (b) What are the historical trends in how has it been defined operationally?, (c)…
The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades
Tracking informal fraction knowledge and its correlates across first grade
Young children have informal knowledge of fractions before learning about fraction symbols in school. In the current study, we followed 103 children in the Mid-Atlantic United States from the fall to the spring of first grade to characterize the development of individual differences in early informal fraction knowledge, as well as its relation to other mathematical and cognitive skills. Most children in our sample showed some early fraction knowl…
What’s the best way to characterize the relationship between working memory and achievement
Although studies have demonstrated a relationship between working memory and achievement in math and reading, it is still unclear why working memory might be related to these abilities. In the present article, we examined the viability of several possible theories in 2 separate analyses of math and reading. In each case, we contrasted the predictions of a cognitive filter model, a transactional model, and a positive manifold model using data from…
Parental Ethnic-Racial Socialization and Children of Color's Academic Success
Increased attention is being placed on the importance of ethnic-racial socialization in children of color's academic outcomes. Synthesizing research on the effects of parental ethnic-racial socialization, this meta-analysis of 37 studies reveals that overall the relation between ethnic-racial socialization and academic outcomes was positive, though the strength varied by the specific academic outcome under consideration, dimension of ethnic-racia…
Ethnic/racial identity and academic achievement
The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades
Recognizing People's Agency Amidst Disadvantage
In understanding the psychology of social inequalities, research has often portrayed groups of individuals in disadvantaged positions as lacking in agency, skills, or motivation–portrayals that can stigmatize these groups. Countering this stigma, recent developments have been made in so‐called “strength‐based” research to better understand and acknowledge the agency, skills, and motivation people in disadvantaged positions often show. Yet, this r…
Understanding working memory as a facilitator of math problem-solving
BackgroundHigh working memory capacity is associated with improved mathematical problem-solving skills. A leading theory about why working memory enhances problem-solving suggests that capable problem solvers might offload information from their working memory for later use.AimsThis study examined whether the ability to offload information improved problem-solving for learners with lower working memory capacity.Sample(s)The participants consisted…
When ethnic–racial discrimination from math teachers spills over and predicts the math adjustment of nondiscriminated adolescents
Ethnic-racial discrimination is a pernicious experience that affects discriminated adolescents' healthy human development, but the spillover consequences of discrimination on the nondiscriminated adolescent population are less clear. Adolescents who vicariously witness their classmates experience ethnic-racial discrimination from educators may question their educators' authority and classroom rules, and educators who perpetuate discrimination may…
Tracking informal fraction knowledge and its correlates across first grade
Young children have informal knowledge of fractions before learning about fraction symbols in school. In the current study, we followed 103 children in the Mid-Atlantic United States from the fall to the spring of first grade to characterize the development of individual differences in early informal fraction knowledge, as well as its relation to other mathematical and cognitive skills. Most children in our sample showed some early fraction knowl…
Ethnic/racial identity and academic achievement
What’s the best way to characterize the relationship between working memory and achievement
Although studies have demonstrated a relationship between working memory and achievement in math and reading, it is still unclear why working memory might be related to these abilities. In the present article, we examined the viability of several possible theories in 2 separate analyses of math and reading. In each case, we contrasted the predictions of a cognitive filter model, a transactional model, and a positive manifold model using data from…
Parental Ethnic-Racial Socialization and Children of Color's Academic Success
Increased attention is being placed on the importance of ethnic-racial socialization in children of color's academic outcomes. Synthesizing research on the effects of parental ethnic-racial socialization, this meta-analysis of 37 studies reveals that overall the relation between ethnic-racial socialization and academic outcomes was positive, though the strength varied by the specific academic outcome under consideration, dimension of ethnic-racia…
Historical, Methodological, and Philosophical Analysis of the Working Memory Construct
The authors discuss the continued viability of the working memory construct by examining its origin and historical development in the field of psychology and critiquing it on theoretical, philosophical, and methodological grounds. They do so by asking and answering the following questions: (a) When and why did the construct first emerge in psychological theorizing?, (b) What are the historical trends in how has it been defined operationally?, (c)…
The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades
Tracking informal fraction knowledge and its correlates across first grade
Young children have informal knowledge of fractions before learning about fraction symbols in school. In the current study, we followed 103 children in the Mid-Atlantic United States from the fall to the spring of first grade to characterize the development of individual differences in early informal fraction knowledge, as well as its relation to other mathematical and cognitive skills. Most children in our sample showed some early fraction knowl…
When ethnic–racial discrimination from math teachers spills over and predicts the math adjustment of nondiscriminated adolescents
Ethnic-racial discrimination is a pernicious experience that affects discriminated adolescents' healthy human development, but the spillover consequences of discrimination on the nondiscriminated adolescent population are less clear. Adolescents who vicariously witness their classmates experience ethnic-racial discrimination from educators may question their educators' authority and classroom rules, and educators who perpetuate discrimination may…
Variability in math achievement growth among students with early math learning difficulties and the role of school supports
Examining ethnic/racial measurement invariance in fourth-grade executive function
Does working memory moderate the effect of fading on math performance
BACKGROUND: Cognitive load theory suggests that novice learners may have limited working memory capacity; thus, difficult materials may impose cognitive load and prevent learning. To remedy this, proponents have suggested using various forms of worked examples to reduce cognitive load, such as fading or sequentially removing steps of a problem until the learner is solving it on their own. However, it's unclear how working memory may moderate the …
Recognizing People's Agency Amidst Disadvantage
In understanding the psychology of social inequalities, research has often portrayed groups of individuals in disadvantaged positions as lacking in agency, skills, or motivation–portrayals that can stigmatize these groups. Countering this stigma, recent developments have been made in so‐called “strength‐based” research to better understand and acknowledge the agency, skills, and motivation people in disadvantaged positions often show. Yet, this r…
Understanding working memory as a facilitator of math problem-solving
BackgroundHigh working memory capacity is associated with improved mathematical problem-solving skills. A leading theory about why working memory enhances problem-solving suggests that capable problem solvers might offload information from their working memory for later use.AimsThis study examined whether the ability to offload information improved problem-solving for learners with lower working memory capacity.Sample(s)The participants consisted…
Growing up fast, thinking faster
Interplay Between Social–Emotional Competence, Executive Function, and Early Mathematical Skills
This study investigated the developmental cascade from social–emotional competence (SEC) to early mathematical skills via executive function (EF), specifically examining the moderating role of math anxiety (MA) as a resource dampener and gender heterogeneity. Participants included 765 Chinese preschoolers (mean age = 61.08 months; range: 48–82 months). Results indicated that working memory was the most robust EF predictor of mathematical performa…
Examining Subgroup Differences in School Readiness and Math Achievement in Asian American Children Through the Opportunity-Propensity Model
Research Findings: The opportunity-propensity model of achievement was used to examine the ways in which demographic characteristics, child characteristics, and characteristics of home and learning environment predict mathematics achievement in different subgroups of Asian American Kindergartners (N = 962) from a nationally representative sample. We conducted a path analysis with spring math scores as the outcome, and propensity (self-regulation,…
Psychology (12 obras) · Developmental psychology (9 obras) · Academic achievement (7 obras) · Cognition (7 obras) · Cognitive and developmental aspects of mathematical skills (7 obras) · Mathematics education (7 obras) · Social Psychology (6 obras) · Cognitive Abilities and Testing (5 obras) · Computer Science (5 obras) · Cognitive psychology (4 obras)