Skills, plans, and self-regulation

Chapter to appear in R. Siegler (Ed.), Children's Thinking : What develops. Thirteenth annual Carnegie Symposium on Cognition, Lawrence Erlbaum Associates, Hillsdale, N.J., 1978.Bibliography: leaves 50-5

Joint picturebook interactions of mothers and one-year-old children

Running title: PicturebookIncludes bibliographical references (leaves 32-35)Supported in part by grant HD-05951 from NICHHD and contract no. 400-81-0030 of the National Institute of Educatio

Individual Differences in Infant Visual Memory

94 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1973.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

Transfer by very young children in the symbolic retrieval task

Cumulative experience with a variety of symbolic artifacts has been hypothesized as a source of young children's increasing sensitivity to new symbol-referent relations. Evidence for this hypothesis comes from transfer studies showing that experience with a relatively easy symbolic retrieval task improves performance on a more difficult task. Significant transfer was found for the 2½-year-old children in the 3 studies reported here, even with relatively low levels of contextual support (according to the taxonomy of transfer by Barnett & Ceci, 2002). Transfer occurred even though the 2 tasks were encountered in very different settings and there was a prolonged (1-week) delay interval between them. Transfer also occurred to a much more difficult task (one that even 3-year-olds typically fail)

Manipulatives as symbols: a new perspective on the use of concrete objects to teach mathematics

This article offers a new perspective on the use of concrete objects to teach mathematics. It is commonly assumed that concrete manipulatives are effective because they allow children to perform mathematics without understanding arbitrary, written mathematical symbols. We argue that the sharp distinction between concrete and abstract forms of mathematical expression may not be justified. We believe instead that manipulatives are also symbols; teachers intend for them to stand for or represent a concept or written symbol. Consequently, research on how young children comprehend symbolic relations is relevant to studying their comprehension of manipulatives. We review evidence that many of the problems that children encounter when using manipulatives are very similar to problems that they have using other symbol systems such as scale models. Successful use of manipulatives depends on treating them as symbols rather than as substitutes for symbols. A persistent dilemma for teachers of mathematics concerns how to help children understand abstract concepts, such as addition and multiplication, and the symbols that are used to represent these concepts (Hiebert & Carpenter, 1992; Resnick & Ford, 1984). Teachers face a double challenge. Symbols may be difficult to teach to children who have not yet grasped the concepts that they represent. At the same time, the concepts may be difficult to teach to children who have not yet mastered the symbols. Not surprisingly, both teachers and mathematics researchers have called for better techniques to help children learn mathematical concepts and symbols