Features in children's counting books that lead dyads to both count and label sets during shared book reading.

This study examined how book features influence talk during shared book reading. We used data from a study in which parent-child dyads (n = 157; child's M  = 43.99 months; 88 girls, 69 boys; 91.

Conceptualizing the factor structure of parents' math anxiety and associations with children's mathematics skills.

There is a growing literature examining the association between parents' math anxiety and children's mathematics skills. Previous research has considered parents' math anxiety as a unidimensional construct that primarily focused on parents' experiences doing mathematics themselves. However, this research did not account for parents' experiences when doing mathematics with their children.

Partial knowledge in the development of number word understanding.

A common measure of number word understanding is the give-N task. Traditionally, to receive credit for understanding a number, N, children must understand that N does not apply to other set sizes (e.g.

Improved set-size labeling mediates the effect of a counting intervention on children's understanding of cardinality.

How does improving children's ability to label set sizes without counting affect the development of understanding of the cardinality principle? It may accelerate development by facilitating subsequent alignment and comparison of the cardinal label for a given set and the last word counted when counting that set (Mix et al., 2012). Alternatively, it may delay development by decreasing the need for a comprehensive abstract principle to understand and label exact numerosities (Piantadosi et al.

Post-training cocaine administration facilitates habit learning and requires the infralimbic cortex and dorsolateral striatum.

Human drug addiction is a complex disorder, in which exogenous substances are able to recruit and maintain behaviors involved in drug taking. Many drugs that are addictive in humans are able to act on natural brain systems for learning and memory, and while many memory systems may be affected by addictive drugs, work with operant tasks has shown that addictive drugs (e.g.