Effects of presentation modality and duration on children's strategy use: A study in computational estimation.

Two experiments were run to determine how presentation modality and duration influence children's arithmetic performance and strategy selection. Third and fourth graders were asked to find estimates for two-digit addition problems (e.g.

Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review.

The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging. The present work aimed to provide a first systematic overview of evidence-based studies on general and differential effects of COVID-19-related school closures in spring 2020 on student achievement in primary and secondary education.

Individual differences in children's strategy selection in a computational estimation task with two versus three available strategies.

We investigated how children's strategy selection on different problem types was influenced by whether two or three strategies were available in a computational estimation task. Importantly, we examined the influence of individual differences in working memory updating on these effects. Third and fourth graders (N = 725) were asked to indicate the best strategy for two-digit addition problems (e.

Effects of working memory updating on children's arithmetic performance and strategy use: A study in computational estimation.

The current study investigated how children's working memory updating processes influence arithmetic performance and strategy use. Large samples of third and fourth graders were asked to find estimates of two-digit addition problems (e.g.