Pedagogical effect of action on arithmetic performances in Wynn-like tasks solved by 2-year-olds

Experimental Psychology

Volumn 57, Issue 6, 2010, Pages 405-411

  Lubin, Amélie ^a   Poirel, Nicolas ^a,c   Rossi, Sandrine ^a   Lanoë, Céline ^a   Pineau, Arlette ^a   Houdé, Olivier ^a,b  

^a UNIVERSITÉ DE CAEN   (France)

^b INSTITUT UNIVERSITAIRE DE FRANCE   (France)

^c UNIVERSITÉ PARIS DESCARTES   (France)

Author keywords

Action; Arithmetic development; Language bias; Numerical cognition; Pedagogy

Indexed keywords

ANALYSIS OF VARIANCE; ARTICLE; CHI SQUARE DISTRIBUTION; CHILD DEVELOPMENT; COGNITION; CONCEPT FORMATION; FEMALE; HUMAN; LANGUAGE; MALE; MATHEMATICS; PHYSIOLOGY; PRESCHOOL CHILD; PROBLEM SOLVING;

ANALYSIS OF VARIANCE; CHI-SQUARE DISTRIBUTION; CHILD DEVELOPMENT; CHILD, PRESCHOOL; COGNITION; CONCEPT FORMATION; FEMALE; HUMANS; LANGUAGE; MALE; MATHEMATICS; PROBLEM SOLVING;

EID: 78149440418     PISSN: 16183169     EISSN: None     Source Type: Journal    
DOI: 10.1027/1618-3169/a000049     Document Type: Article

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