Patterns of problem-solving in children's literacy and arithmetic

British Journal of Developmental Psychology

Volumn 27, Issue 4, 2009, Pages 815-834

  Farrington Flint, Lee ^a   Vanuxem Cotterill, Sophie ^a   Stiller, James ^a  

^a NOTTINGHAM TRENT UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; AGE; ARTICLE; CHILD; COMPREHENSION; CONCEPT FORMATION; FEMALE; HUMAN; LEARNING; MALE; MATHEMATICS; PHONETICS; PRESCHOOL CHILD; PROBLEM SOLVING; READING; SEMANTICS;

ACHIEVEMENT; AGE FACTORS; CHILD; CHILD, PRESCHOOL; COMPREHENSION; CONCEPT FORMATION; FEMALE; HUMANS; MALE; MATHEMATICS; PHONETICS; PROBLEM SOLVING; READING; SEMANTICS; VERBAL LEARNING;

EID: 74049161159     PISSN: 0261510X     EISSN: None     Source Type: Journal    
DOI: 10.1348/026151008X383148     Document Type: Article

References (43)

1. Adams, J.W., & Hitch, G.J. (1997). Working memory and children's mental addition. Journal of Experimental Child Psychology, 67, 21-38.
2. Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1, 134-139.
3. Boulton-Lewis, G.M., & Tait, K. (1994). Young children's representations and strategies for addition. British Journal of Educational Psychology, 64, 231-242.
4. Canobi, K.H. (2004). Individual differences in children's addition and subtraction. Cognitive Development, 19, 81-93.
5. Canobi, K.H. (2005). Children's profiles of addition and subtraction understanding. Journal of Experimental Child Psychology, 92, 220-246.
6. Canobi, K.H., Reeve, R.A., & Pattison, P.E. (1998). The role of conceptual understanding in children's addition problem-solving. Developmental Psychology, 34, 882-891.
7. Canobi, K.H., Reeve, R.A., & Pattison, P.E. (2002). Young children's understanding of addition concepts. Educational Psychology, 22, 513-532.
8. Canobi, K.H., Reeve, R.A., & Pattison, P.E. (2003). Patterns of knowledge in children's addition. Developmental Psychology, 39, 521-534.
9. Carpenter, T.P., & Moser, J.M. (1984). The acquisition of addition and subtraction concepts in year s one through three. Journal for Research in Mathematics Education, 15, 179-202.
10. Cooney, J.B., & Ladd, S.F. (1992). The influence of verbal protocol methods on children's mental computation. Learning and Individual Differences, 4, 237-257.
11. Ericsson, K.A., & Simon, H.A. (1984). Protocol analysis: Verbal reports as data. Cambridge: MIT Press.
12. Ericsson, K.A., & Simon, H.A. (1993). Protocol analysis. Cambridge: MIT Press.
13. Elliot, C.D., Smith, P., & McUlloch, K. (1996). British Ability Scales (2nd ed.). Windsor, UK: NFER.
14. Everitt, B. (1993). Cluster analysis. London: Edward Arnold and Halsted Press.
15. Farrington-Flint, L., Canobi, K.H., Wood, C., & Faulkner, D. (2007). The role of relational reasoning in children's addition concepts. British Journal of Developmental Psychology, 25, 227-246.
16. Farrington-Flint, L., Coyne, E., Stiller, J., & Heath, E. (2008). Variability in children's early reading strategies. Educational Psychology, 28, 643-661.
17. Farrington-Flint, L., Stash, A., & Stiller, J. (2008). Variability and change in children's spelling strategies. Educational Psychology, 28, 133-149.
18. Farrington-Flint, L., & Wood, C. (2007). The role of analogies in beginning reading: Insights from children's self-reports. Journal of Educational Psychology, 99, 326-338.
19. Gathercole, S.E., Pickering, S.J., Knight, C., & Stegmann, Z. (2003). Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18, 1-16.
20. Geary, D.C., & Wiley, J.G. (1991). Cognitive addition: Strategy choice and speed-of-processing differences in young and elderly adults. Psychology and Ageing, 6, 474-483.
21. Goldman, S.R., Mertz, D.L., & Pellegrino, J.W. (1989). Individual differences in extended practice functions and solution strategies for basic addition facts. Journal of Educational Psychology, 81, 481-496.
22. Jorm, A.F., & Share, D.L. (1983). Phonological recoding and reading acquisition. Applied Psycholinguistics, 4, 103-147.
23. Kerkman, D.D., & Siegler, R.S. (1993). Individual differences and adaptive choice flexibility in lower income children's strategy choices. Learning and Individual Differences, 5, 113-136.
24. Kerkman, D.D., & Siegler, R.S. (1997). Measuring individual differences in children's addition strategy choices. Learning and Individual Differences, 9, 1-18.
25. Kwong, T.E., & Varnhagen, C.K. (2005). Strategy development and learning to spell new words: Generalization of a process. Developmental Psychology, 41, 148-159.
26. Lemaire, M., & Siegler, R.S. (1995). Four aspects of strategic change: Contributions to children's learning of multiplication. Journal of Experimental Psychology: General, 124, 83-97.
27. Masterson J., Stuart M., Dixon M., & Lovejoy S. (2003). The Children's Printed Word Database. Retrieved October 4, 2006 from http://www.essex.ac.uk/psychology/cpwd/.
28. Pressley, M., & Afflerbach, P. (1995). Verbal protocols of Reading: The nature of constructively responsive reading. Hillside: Lawrence Erlbaum Associates.
29. Rittle-Johnson, B., & Siegler, R.S. (1999). Learning to spell: Variability, choice, and change in children's strategy use. Child Development, 70, 332-348.
30. Robinson, K.M. (2001). The validity of verbal reports in children's subtraction. Journal of Educational Psychology, 93, 211-222.
31. Share, D. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
32. Share, D. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 72, 95-129.
33. Siegler, R.S. (1987). Strategy choices in subtraction. In J.A. Sloboda & D. Rogers (Eds.), Cognitive processes in mathematics: Keele cognition seminars (pp. 81-106). Oxford, England: Oxford University Press.
34. Siegler, R.S. (1988). Individual differences in strategy choices: Good students, not-so-good students, and perfectionists. Child Development, 59, 833-851.
35. Siegler, R.S. (1989). Hazards of mental chronometry: An example from children's subtraction. Journal of Educational Psychology, 81, 497-506.
36. Siegler, R.S. (1991). Strategy choice and strategy discovery. Learning and Instruction, 1, 89-102.
37. Siegler, R.S. (1996). Emerging minds: The process of change in children's thinking. New York: Oxford University Press.
38. Siegler, R.S. (2002). Microgenetic studies of self-explanations. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 31-58). New York: Cambridge University Press.
39. Siegler, R.S., & Araya, R. (2005). A computational model of conscious and unconscious strategy discovery. In R.V. Kail (Ed.), Advances in child development and behavior (Vol. 33, pp. 1-42). Oxford, UK: Elseiver.
40. Siegler, R.S., & Jenkins, E. (1989). How children discover new strategies. Hillsdale, NJ: Lawrence Erlbaum.
41. Siegler, R.S., & Robinson, M. (1982). The development of numerical understandings. In H.W. Reese & L.P. Lipsett (Eds.), Advances in child development and behavior (Vol. 16, pp. 242-312). New York: Academic Press.
42. Siegler, R.S., & Shrager, J. (1984). Strategy choices in addition and subtraction: How do children know what to do? In C. Sophian (Ed.), Origins of cognitive skill (pp. 229-293). Hillsdale, NJ: Lawrence Erlbaum.
43. Siegler, R.S., & Stern, E. (1998). Conscious and unconscious strategy discoveries: A microgenetic analysis. Journal of Experimental Psychology: General, 127, 377-397.