Cognitive change as strategy change

Cognitive Developmental Change: Theories, Models and Measurement

Volumn , Issue , 2005, Pages 186-216

  Torbeyns, Joke ^a   Arnaud, Laurence ^b   Lemaire, Patrick ^b   Verschaffel, Lieven ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

^b AIX MARSEILLE UNIVERSITY   (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33845344335     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9780511489938.007     Document Type: Chapter

References (65)

1. Ashcraft, M. H. (1995). Cognitive psychology and simple arithmetic: a review and summary of new directions. Mathematical Cognition, 1, 3-34.
2. Bestgen, B. J., Reys, R. E., Rybolt, J. F. and Wyatt, J. W. (1980). Effectiveness of systematic instruction on attitudes and computational skills of preservice elementary teachers. Journal for Research in Mathematics Education, 2, 124-35.
3. Bisanz, J. and LeFevre, J. A. (1990). Strategic and nonstrategic processing in the development of mathematical cognition. In D. F. Bjorklund (ed.) Children’s strategies: contemporary views of cognitive development. Hillsdale, NJ: Lawrence Erlbaum Associates.
4. Bjorklund, D. F. and Rosenblum, K. E. (2001). Children’s use of multiple and variable addition strategies in a game context. Developmental Science, 4, 184-94.
5. Carpenter, T. P., Coburn, T. G., Reys, R. E. and Wislon, J. W. (1976). Notes on national assessment: estimation. Arithmetic Teacher, 23, 296-301.
6. Case, R., Okamoto, Y., Griffin, S., McKeough, A., Bleiker, C., Henderson, B. and Stephenson, K. M. (1996). The role of central conceptual structures in the development of children’s thought. Monographs of the Society for Research in Child Development, 61 (1-2, serial no. 246).
7. Chen, Z. and Siegler, R. S. (2000). Across the great divide: bridging the gap between understanding of toddlers’ and older children’s thinking. Monographs of the Society for Research in Child Development, 65 (2, serial no 261).
8. Crowley, K., Shrager, J. and Siegler, R. S. (1997). Strategy discovery as a competitive negotiation between metacognitive and associative mechanisms. Developmental Review, 17, 462-89.
9. De Corte, E., Greer, B. and Verschaffel, L. (1996). Mathematics teaching and learning. In D. C. Berliner and R. C. Calfee (eds.) Handbook of educational psychology (pp. 491-549). New York: Macmillan.
10. Dehaene, S., Spelke, E., Pinel, P., Stanescu, R. and Tsivkin, S. (1999). Sources of mathematical thinking: behavioural and brain-imaging evidence. Science, 284, 970-3.
11. Demetriou, A., Christou, C., Spanoudis, G. and Platsidou, G. (2002). The development of mental processing: efficiency, working memory, and thinking. Monographs of the Society for Research in Child Development, 67 (serial no. 268).
12. Demetriou, A., Efklides, A. and Platsidou, M. (1993). The architecture and dynamics of developing mind: experiential structuralism as a frame for unifying cognitive developmental theories. Monographs of the Society for Research in Child Development, 58 (5-6, serial no. 234).
13. De Rammelaere, S., Duverne, S., Lemaire, P. and Vandierendonck, A. (2003). The role of working-memory in simple and complex arithmetic verification problems. Manuscript submitted for publication.
14. Flavell, J. H., Miller, P. H. and Miller, S. A. (1993). Cognitive development (3rd edn). Upper Saddle River, NJ: Prentice-Hall, Inc.
15. Geary, D. C. (1996). The problem-size effect in mental addition: developmental and cross-national trends. Mathematical Cognition, 2, 63-93.
16. Geary, D. C. and Brown, S. C. (1991). Cognitive addition: strategy choice and speed-of-processing differences in gifted, normal and mathematically disabled children. Developmental Psychology, 27, 398-406.
17. Granott, N. (1998). A paradigm shift in the study of development: essay review of Emerging minds by R. S. Siegler. Human Development, 41, 360-5.
18. Greeno, J. G., Collins, A. M. and Resnick, L. (1996). Cognition and learning. In D. C. Berliner and R. C. Calfee (eds.) Handbook of educational psychology (pp. 15-46). New York: Macmillan.
19. Greer, B. and Verschaffel, L. (1990). Introduction to the special issue on mathematics education as a proving-ground for information-processing theories. International Journal of Educational Research, 14, 3-12.
20. Halford, G. S., Wilson, W. H. and Phillips, S. (1998). Processing capacity defined by relational complexity: implications for comparative, developmental, and cognitive psychology. Behavioral and Brain Sciences, 21, 803-64.
21. Imbo, I., Duverne, S. and Lemaire, P. (2003). Effects of working memory on strategic aspects of cognitive performance: insights from arithmetic computational estimation. Manuscript submitted for publication.
22. Kail, R. (1996). Information-processing theories of human development. In E. De Corte and F. E. Weinert (eds.) International encyclopedia of developmental and instructional psychology (pp. 92-7). Oxford, England: Pergamon Press.
23. Karmiloff-Smith, A. (1992). Beyond modularity: a developmental perspective on cognitive science. Cambridge, MA: MIT Press.
24. Klahr, D. and MacWhinney, B. (1998). Information processing. In D. Kuhn and R. S. Siegler (eds.) W. Damon (series ed.), Handbook of child psychology: volume 2. Cognition, perception, and language (5th edn, pp. 631-78). New York: Wiley.
25. Kuhn, D. (1995). Microgenetic study of change: what has it told us? Psychological Science, 6, 133-9.
26. Kuhn, D., Amsel, E. and O’Loughlin, M. (1988). The development of scientific thinking skills. San Diego: Academic Press.
27. Kuhn, D., Garcia-Mila, M., Zohar, A. and Andersen, C. (1995). Strategies of knowledge acquisition. Monographs of the Society for Research in Child Development, 60 (serial no. 245).
28. Kuhn, D., Schauble, L. and Garcia-Mila, M. (1992). Cross-domain development of scientific reasoning. Cognition and Instruction, 9, 285-327.
29. LeFevre, J. A., Greenham, S. L. and Waheed, N. (1993). The development of procedural and conceptual knowledge in computational estimation. Cognition andInstruction, 11, 95-132.
30. Lemaire, P., Barrett, S. E., Fayol, M. and Abdi, H. (1994). Automatic activation of addition and multiplication facts in elementary school children. Journal of Experimental Child Psychology, 57, 224-58.
31. Lemaire, P. and Lecacheur, M. (2001a). Older and younger adults’ strategy use and execution in currency conversion tasks: insights from French franc to euro and euro to French franc conversions. Journal of Experimental Psychology: Applied, 7, 195-206.
32. Lemaire, P. and Lecacheur, M. (2001b, August). Strategic change in children’s computational estimation. Paper presented in a symposium on ‘Strategy changes and strategy choices in children’s and adults’ mathematical thinking: theoretical and methodological contributions’ at the 9th Conference of the European Association for Research on Learning and Instruction, Fribourg, Switzerland.
33. Lemaire, P. and Lecacheur, M. (2002a). Children’s strategies in computational estimation. Journal of Experimental Child Psychology, 82, 281-304.
34. Lemaire, P. and Lecacheur, M. (2002b). Applying the choice/no-choice methodology: the case of children’s strategy use in spelling. Developmental Science, 5, 42-7.
35. Lemaire, P., Lecacheur, M. and Farioli, F. (2000). Children’s strategies in computational estimation. Canadian Journal of Experimental Psychology, 54, 141-8.
36. Lemaire, P. and Reder, L. (1999). What affects strategy selection in arithmetic? The example of parity and five effects on product verification. Memory and Cognition, 27, 364-82.
37. Lemaire, P. and Siegler, R. S. (1995). Four aspects of strategic change: contributions to children’s learning of multiplication. Journal of Experimental Psychology: General, 124, 83-97.
38. Luwel, K., Verschaffel, L., Onghena, P. and De Corte, E. (2003). Analyzing the adaptiveness of strategy choices using the choice/no-choice method: the case of numerosity judgement. European Journal of Cognitive Psychology, 15, 511-37.
39. Miller, P. H. and Coyle, T. R. (1999). Developmental change: lessons from microgenesis. In E. K. Scholnick, K. Nelson, S. A. Gelman and P. H. Miller (eds.) Conceptual development: Piaget’s legacy (pp. 209-39). Mahwah, NJ: Erlbaum.
40. Rittle-Johnson, B. and Siegler, R. S. (1999). Learning to spell: variability, choice, and change in children’s strategy use. Child Development, 70, 332-48.
41. Rubenstein, R. N. (1985). Computational estimation and related mathematical skills. Journal for Research in Mathematics Education, 16, 106-19.
42. Shrager, J. and Siegler, R. S. (1998). SCADS: a model of children’s strategy choices and strategy discoveries. Psychological Sciences, 9, 405-10.
43. Siegler, R. S. (1986). Unities across domains in children’s strategy choices. In M. Perlmutter (ed.) Perspectives on intellectual development: the Minnesota symposia on child psychology (vol. 19, pp. 1-48). Hillsdale, NJ: Erlbaum.
44. Siegler, R. S. (1987). Some general conclusions about children’s strategy choice procedures. International Journal of Psychology, 22, 729-49.
45. Siegler, R. S. (1991). Strategy choice and strategy discovery. Learning and Instruction, 1, 89-102.
46. Siegler, R. S. (1995). How does change occur: a microgenetic study of number conservation. Cognitive Psychology, 25, 225-73.
47. Siegler, R. S. (1996). Emerging minds. New York: Oxford University Press.
48. Siegler, R. S. (1998). Children’s thinking. New Jersey: Prentice Hall.
49. Siegler, R. S. (2000). The rebirth of children’s learning. Child Development, 71, 26-35.
50. Siegler, R. S. (2001). Children’s discoveries and brain-damaged patients’ rediscoveries. In J. L. McClelland and R. S. Siegler (eds.) Mechanisms of cognitive development. Behavioral and neural perspectives (pp. 33-63). Mahwah, NJ: Erlbaum.
51. Siegler, R. S. and Chen, Z. (1998). Developmental differences in rule-learning: a micro-genetic analysis. Cognitive Psychology, 36, 273-310.
52. Siegler, R. S. and Crowley, K. (1991). The microgenetic method: a direct means for studying cognitive development. American Psychologist, 46, 606-20.
53. Siegler, R. S. and Jenkins, E. A. (1989). How children discover new strategies. Hillsdale, NJ: Erlbaum.
54. Siegler, R. S. and Lemaire, P. (1997). Older and younger adults’ strategy choices in multiplication: testing predictions of ASCM using the choice/no-choice method. Journal of Experimental Psychology: General, 126, 71-92.
55. Siegler, R. S. and Shipley, C. (1995). Variation, selection and cognitive change. In T. Simon and G. Halford (eds.) Developing cognitive competence: new approaches to process modelling (pp. 31-76). Hillsdale, NJ: Erlbaum.
56. Siegler, R. S. and Shrager, J. (1984). Strategy choices in addition and subtraction: how do children know what to do? In C. Sophian (ed.) Origins of cognitive skills. Hillsdale, NJ: Erlbaum.
57. Siegler, R. S. and Stern, E. (1998). Conscious and unconscious strategy discoveries: a microgenetic analysis. Journal of Experimental Psychology: General, 127, 37797.
58. Sowder, J. T. (1988). Mental computation and number comparison: their roles in the development of number sense and computational estimation. In J. Hebert and M. Behr (eds.) Number concepts and operations in the middle grades (pp. 18297). Hillsdale, NJ: Lawrence Erlbaum.
59. Sowder, J. T. (1992). Estimation and related topics. In D. A. Grouws (ed.) Handbook of research on teaching and learning. New York: Macmillan.
60. Sowder, J. T. and Wheeler, M. M. (1989). The development of concepts and strategies used in computational estimation. Journal for Research in Mathematics Education, 20, 130-46.
61. Torbeyns, J., Verschaffel, L. and Ghesquiere, P. (2002). Strategic competence: applying Siegler’s theoretical and methodological framework to the domain of simple addition. European Journal of Psychology of Education, 17, 275-91.
62. Torbeyns, J., Verschaffel, L. and Ghesquiere, P. (2004a). Strategic aspects of simple addition and subtraction: the influence of mathematical ability. Learning and Instruction, 14, 177-95.
63. Torbeyns, J., Verschaffel, L. and Ghesquiere, P. (2004b). Strategy development in children with mathematical disabilities: insights from the choice/no-choice method and the chronological-age/ ability-level-match design. Journal of Learning Disabilities, 37, 119-31.
64. Trafton, P. R. (1978). Estimation and mental arithmetic: important components of computation. In M. N. Suydam and R. E. Reys (eds.) Developing computational skills. Reston, VA: National Council of Teachers of Mathematics.
65. van Geert, P. (1998). A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky, and beyond. Psychological Review, 105, 634-77.