Performance demands in the selection of objects for counting

Article Abstract:

Seven and eight year old children count spatially random configurations faster than linear arrays when presented with identical objects. This is due to their difficulty in isolating objects grouped in rows. However, younger children show greater errors in counting random arrays as compared to rows. There is a spatial proximity effect, and counting difficulties are related to dense item arrangements. Differentiating objects by color removes the proximity effect as object counting involves overcoming the Gestalt grouping forces. Fine motor control is not a limiting factor in counting.

Visual perception, Counting, Visual perception in children, Childhood perception

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Linguistic relativity: the case of place value in multi-digit numbers

Article Abstract:

A pronounced influence on children's performance results from subtle shifts in task instructions. This was gleaned from an investigation of children's understanding of place value, using 93 English-speaking and 50 Japanese-speaking children. Results specifically found that differences between languages among English and Japanese participants disappeared when the use of tens cubes was demonstrated in practice trials. These suggest that the influence of language on cognitive representation is less direct than previously believed.

Children, Language and languages, Language acquisition, Linguistics, Numeration, Numeration systems

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Working memory impairments in children with specific arithmetic learning difficulties

Article Abstract:

A study concentrated on cognitive deficits in a subgroup of children with specific difficulties in arithmetic but normal reading. Children with poor arithmetic had normal phonological working memory but were impaired on spatial working memory. Such deficits in executive and spatial aspects of working memory may be significant factor sin poor arithmetical attainment.

Study and teaching, Child psychology, Memory, Arithmetic

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