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This study focuses on three main goals: First, 3-year-olds' spatial assembly skills are probed using interlocking block constructions (N = 102). A detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Second, the relation of spatial assembly to early mathematical skills was evaluated.(More)
This half-day IDC 2015 workshop focuses on children's curiosity and how novel digital technologies can help assess and promote it. Our goal is to explore the design, development, use and evaluation of new technologies for this purpose, in terms of: i) challenges in assessing children's curiosity; ii) different evaluation methodologies; iii) design(More)
The present study examined the number-specific parental language input to Mandarin- and English-speaking preschool-aged children. Mandarin and English transcripts from the CHILDES database were examined for amount of numeric speech, specific types of numeric speech and syntactic frames in which numeric speech appeared. The results showed that(More)
The goal of the 21st Century Center for Research and Development in Cognition and Science Instruction (CaSE) is to improve middle school students' science learning by systematically applying cognitive science principles in the revision of instructional materials and teacher professional development. In this presentation we focus on the application of(More)
Number-specific parental language input has been shown to influence children's number word acquisition (Suriyakham, Levine, & Huttenlocher, 2006). That is, the more frequently children hear number words and concepts, the more readily they acquire them. In a cross-national study, Mandarin-speaking Chinese parents were found to use significantly more number(More)
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