A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2018; you can also visit the original URL.
The file type is application/pdf
.
UC Merced Proceedings of the Annual Meeting of the Cognitive Science Society Title Children's Understanding of Approximate Addition Depends on Problem Format Permalink Publication Date
2009
Proceedings of the Annual Meeting of the Cognitive Science Society
unpublished
Recent studies suggest that five-year-old children can add and compare large numerical quantities through approximate representations of number. However, the nature of this understanding and its susceptibility to influence from canonical, learned mathematics remain unclear. The present study examined whether children's early competence depends on the canonical problem format (i.e., arithmetic operations presented on the left-hand side of space). Children (M age = 5 years, 3 months) viewed
fatcat:ud7jjchivzertdd2owozbjptrm