Coming Together: R&D and Children's Entertainment Company in Designing APPs for Learning Early Math.

Information and Communication Technologies (ICT) have an increasing influence on the way we interact, learn, and live. The increase in teaching and learning methodologies that are mediated by ICT in the field of education and in the domestic settings encourages the design of new effective technological tools, supported by scientific research and development to improve student learning. The challenge psychology is facing in the education field is to promote those technologies and make them available to the education community.

Longitudinal study of low and high achievers in early mathematics.

Background: Longitudinal studies allow us to identify, which specific maths skills are weak in young children, and whether there is a continuing weakness in these areas throughout their school years.

Aims: This 2-year study investigated whether certain socio-demographic variables affect early mathematical competency in children aged 5-7 years.

Sample: A randomly selected sample of 127 students (64 female; 63 male) participated.

Inhibitory processes, working memory, phonological awareness, naming speed, and early arithmetic achievement.

This study identified the cognitive processes that underlie the individual differences in early mathematical performance in elementary school children. Taking into account the Baddeley framework multicomponent model, the inhibitory processes, working memory, phonological awareness, and naming speed are considered to be related to early math learning. To examine this relationship, we compared the performance of a total of 424 typically developing middle-class children, aged between 4 and 7 years in a battery of cognitive and early numeric tests: The Utrecht Early Numeracy Test, the Rapid Automatized Naming Test, Spanish version of the Stroop task, the Numeracy Interference Test, Digit Span test, and Phonological Knowledge Test.

Positive behavioral intervention in children who were wards of the court attending a mainstream school.

This report looked at the effects of treatment using contingency contracts and token economy procedures in three children, two 14 yr. and one 8 yr., who were wards of the court and attending a mainstream school.