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Conceptualizing, investigating, and enhancing adaptive expertise in elementary mathematics education
Some years ago, Hatano differentiated between routine and adaptive expertise and made a strong plea for the development and implementation of learning environments that aim at the latter type ofExpand
The relationship between the shape of the mental number line and familiarity with numbers in 5- to 9-year old children: evidence for a segmented linear model.
This experiment tested the hypothesis that children's familiarity with numbers is directly reflected by the shape of their mental number line, and a segmented regression model consisting of two linear segments described number line estimations significantly better than a logarithmic or a simple linear model. Expand
Mnemotechnics in Second-Language Learning
For some time I have been involved in efforts to develop computer-controlled systems for instruction. One such effort has been a computer-assistedinstruction (CAI) program for teaching reading in theExpand
Associations of Number Line Estimation With Mathematical Competence: A Meta-analysis.
The present meta-analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence and demonstrated that the task is a robust tool for diagnosing and predicting broader Mathematical competence and should be further investigated in developmental and experimental training studies. Expand
The importance of on-going concurrent activities as a function of age in time- and event-based prospective memory
Time-based prospective memory is assumed to involve more self-initiated activities than event-based prospective memory. As age negatively affects self-initiated activities, older participants willExpand
The role of intelligence and feedback in children's strategy competence.
It was found that SFB was more beneficial than OFB for all parameters involving strategy selection and suggest that strategy feedback can be a powerful instructional tool, especially for low-intelligence children. Expand
Does switching between strategies within the same task involve a cost?
Both experiments revealed that switching between strategies entailed a cognitive cost that was reflected in longer response times on switch compared to non-switch trials but not in reduced accuracy, and the extent to which current theories of task switching can account for these findings is discussed. Expand
Children's strategies in numerosity judgment
Abstract The present study investigated age-related differences in strategy use in the context of a numerosity judgment task. Eighty-two participants (37 adults, 20 sixth graders and 25 thirdExpand
Children’s use of number line estimation strategies
This study tested whether second graders use benchmark-based strategies when solving a number line estimation (NLE) task. Participants were assigned to one of three conditions based on theExpand
The Effect of Single Versus Repeated Previous Strategy Use on Individuals' Subsequent Strategy Choice
Previous research has shown that participants' strategy choices can be influenced by the previously-used strategy. This perseveration effect  has been demonstrated both after a repeated use of theExpand