Michèle M M Mazzocco
Dados Biográficos
| ID | 2747797 |
|---|---|
| NOME | Michèle M M Mazzocco |
| PRENOMES | Michèle M M |
| SOBRENOME | Mazzocco |
| ASSINATURA | MAZZOCCO M M M |
| AFILIAÇÕES | University of Minnesota |
| ORCID | 0000-0001-5209-3550 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 11 |
| OBRAS COMO AUTOR | 15 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1997 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 2 |
Mathematics in U.S. Preschool and Kindergarten Classrooms
The mediating role of attention in the association between math anxiety and math performance
Relational language influences young children’s number relation skills
Relational language is thought to influence mathematical skills. This study examines the association between relational language and number relation skills—knowledge of cardinal, ordinal, and spatial principles—among 104 U.S. kindergartners (5.9 years; 44% boys; 37% White, 25% Black, 14% Asian, 24% other) in the 2017–2018 academic year. Controlling for general verbal knowledge, executive function, and counting and number identification skills, re…
Supporting Young Children’s Development of Executive Function Through Early Mathematics
Early childhood teachers face competing instructional priorities to support specific academic skills and general skills that underlie learning, such as executive function (EF) skills that allow children to control their own thinking and behavior. As the evidence shows, EF skills predict later mathematics achievement, and early mathematics predicts later EF. These relations between mathematics and EF suggest high-quality mathematics teaching has a…
Introduction to the Special Issue
Parents’ and young children’s attention to mathematical features varies across play materials
The nature of the association between number line and mathematical performance
BackgroundThe number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood.AimsThis large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of ge…
Number sense and mathematics
Individual differences in number sense correlate with mathematical ability and performance, although the presence and strength of this relationship differs across studies. Inconsistencies in the literature may stem from heterogeneity of number sense and mathematical ability constructs. Sample characteristics may also play a role as changes in the relationship between number sense and mathematics may differ across development and cultural contexts…
Are content and structural features of counting books aligned with research on numeracy development
Modeling Nonlinear Change via Latent Change and Latent Acceleration Frameworks
We propose the use of the latent change and latent acceleration frameworks for modeling nonlinear growth in structural equation models. Moving to these frameworks allows for the direct identification of rates of change and acceleration in latent growth curves-information available indirectly through traditional growth curve models when change patterns are nonlinear with respect to time. To illustrate this approach, exponential growth models in th…
Individual differences in non-verbal number acuity correlate with maths achievement
Complexities in identifying and defining mathematics learning disability in the primary school-age years
Possible explanations for children's literal interpretations of homonyms
This study was designed to examine factors associated with literal interpretations of homonyms. Participants were 212 second graders, ages 7;0–8;11, who listened to a story containing 16 key words. The key words were homonymous words (‘pseudo-homonyms’), nonsense words, or familiar words used accurately. While listening to the story, children selected an illustration of each key word. Later, they were asked to recall the key words and to justify …
Developmental changes in indicators that literal interpretations of homonyms are associated with conflict
Processes by which children interpret homonyms were examined. Participants were 16 two- and three-year-olds, 32 four-year-olds, 32 seven-year-olds and 32 ten-year-olds. Each child individually was asked to interpret keywords from stories read aloud by an examiner. Keywords were homonyms, nonsense words, or unambiguous words. For the three older groups, response times (RTs) to unambiguous words were significantly shorter than RTs to homonyms and n…
Children's interpretations of homonyms
The effect of homonymity on children's use of semantic context to derive word meaning was examined in two studies. Participants were presented with stories that included three types of key words: nonsense words, familiar words used accurately, and homonymous words. Thirty-two preschoolers aged 3;7 to 5;4, 32 second graders aged 7;1 to 8;8, and 16 college students in Study 1 indicated the keys words' meaning by selecting one of six possible illust…
Parents’ and young children’s attention to mathematical features varies across play materials
Are content and structural features of counting books aligned with research on numeracy development
Number sense and mathematics
Individual differences in number sense correlate with mathematical ability and performance, although the presence and strength of this relationship differs across studies. Inconsistencies in the literature may stem from heterogeneity of number sense and mathematical ability constructs. Sample characteristics may also play a role as changes in the relationship between number sense and mathematics may differ across development and cultural contexts…
Introduction to the Special Issue
The nature of the association between number line and mathematical performance
BackgroundThe number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood.AimsThis large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of ge…
Children's interpretations of homonyms
The effect of homonymity on children's use of semantic context to derive word meaning was examined in two studies. Participants were presented with stories that included three types of key words: nonsense words, familiar words used accurately, and homonymous words. Thirty-two preschoolers aged 3;7 to 5;4, 32 second graders aged 7;1 to 8;8, and 16 college students in Study 1 indicated the keys words' meaning by selecting one of six possible illust…
Developmental changes in indicators that literal interpretations of homonyms are associated with conflict
Processes by which children interpret homonyms were examined. Participants were 16 two- and three-year-olds, 32 four-year-olds, 32 seven-year-olds and 32 ten-year-olds. Each child individually was asked to interpret keywords from stories read aloud by an examiner. Keywords were homonyms, nonsense words, or unambiguous words. For the three older groups, response times (RTs) to unambiguous words were significantly shorter than RTs to homonyms and n…
Complexities in identifying and defining mathematics learning disability in the primary school-age years
Possible explanations for children's literal interpretations of homonyms
This study was designed to examine factors associated with literal interpretations of homonyms. Participants were 212 second graders, ages 7;0–8;11, who listened to a story containing 16 key words. The key words were homonymous words (‘pseudo-homonyms’), nonsense words, or familiar words used accurately. While listening to the story, children selected an illustration of each key word. Later, they were asked to recall the key words and to justify …
Individual differences in non-verbal number acuity correlate with maths achievement
Modeling Nonlinear Change via Latent Change and Latent Acceleration Frameworks
We propose the use of the latent change and latent acceleration frameworks for modeling nonlinear growth in structural equation models. Moving to these frameworks allows for the direct identification of rates of change and acceleration in latent growth curves-information available indirectly through traditional growth curve models when change patterns are nonlinear with respect to time. To illustrate this approach, exponential growth models in th…
Are content and structural features of counting books aligned with research on numeracy development
Number sense and mathematics
Individual differences in number sense correlate with mathematical ability and performance, although the presence and strength of this relationship differs across studies. Inconsistencies in the literature may stem from heterogeneity of number sense and mathematical ability constructs. Sample characteristics may also play a role as changes in the relationship between number sense and mathematics may differ across development and cultural contexts…
Introduction to the Special Issue
Parents’ and young children’s attention to mathematical features varies across play materials
The nature of the association between number line and mathematical performance
BackgroundThe number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood.AimsThis large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of ge…
Supporting Young Children’s Development of Executive Function Through Early Mathematics
Early childhood teachers face competing instructional priorities to support specific academic skills and general skills that underlie learning, such as executive function (EF) skills that allow children to control their own thinking and behavior. As the evidence shows, EF skills predict later mathematics achievement, and early mathematics predicts later EF. These relations between mathematics and EF suggest high-quality mathematics teaching has a…
Relational language influences young children’s number relation skills
Relational language is thought to influence mathematical skills. This study examines the association between relational language and number relation skills—knowledge of cardinal, ordinal, and spatial principles—among 104 U.S. kindergartners (5.9 years; 44% boys; 37% White, 25% Black, 14% Asian, 24% other) in the 2017–2018 academic year. Controlling for general verbal knowledge, executive function, and counting and number identification skills, re…
The mediating role of attention in the association between math anxiety and math performance
Mathematics in U.S. Preschool and Kindergarten Classrooms
Psychology (13 obras) · Cognitive and developmental aspects of mathematical skills (11 obras) · Developmental psychology (9 obras) · Reading and Literacy Development (9 obras) · Mathematics Education and Teaching Techniques (8 obras) · Cognitive psychology (7 obras) · Mathematics education (7 obras) · Computer Science (5 obras) · Mathematics (5 obras) · Linguistics (4 obras)