The role of executive attention in the acquisition of mathematical skills for children in Grades 2 through 4.

We examined the role of executive attention, which encompasses the common aspects of executive function and executive working memory, in children's acquisition of two aspects of mathematical skill: (a) knowledge of the number system (e.g., place value) and of arithmetic procedures (e.

Pathways to mathematics: longitudinal predictors of performance.

A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age.

What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2.

The development of conceptual and procedural knowledge about counting was explored for children in kindergarten, Grade 1, and Grade 2 (N = 255). Conceptual knowledge was assessed by asking children to make judgments about three types of counts modeled by an animated frog: standard (correct) left-to-right counts, incorrect counts, and unusual counts. On incorrect counts, the frog violated the word-object correspondence principle.

Doing as they are told and telling it like it is: self-reports in mental arithmetic.

Adults (n=64) solved single-digit multiplication problems under both speed and accuracy instructions. Half also provided self-reports of their solutions to the problems. The participants with relatively low levels of arithmetic fluency were most influenced by instructional requirements.