An integrated theory of whole number and fractions development (Siegler, Thompson, & Schneider, 2011)

Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62(4), 273-296. doi:10.1016/j.cogpsych.2011.03.001 Advertisements

A validation of eye movements as a measure of elementary school children’s developing number sense (Schneider

Schneider, M., Heine, A., Thaler, V., Torbeyns, J., De Smedt, B., Verschaffel, L., Jacobs, A. M., et al. (2008). A validation of eye movements as a measure of elementary school children’s developing number sense. Cognitive Development, 23(3), 409–422. The authors tested the validity of eye-movement data as a means for investigating children’s use of the … Continue reading

Using eye movement measurement to tap into children’s implicit numerical magnitude representations (Heine, et al., 2010)

Heine, A., Thaler, V., Tamm, S., Hawelka, S., Schneider, M., Torbeyns, J., De Smedt, B., et al. (2010). What the eyes already “know”: using eye movement measurement to tap into children’s implicit numerical magnitude representations. Infant and Child Development, 19(2), 175-186. doi:10.1002/icd.640 The authors used eye tracking data to investigate the development of numerical magnitude … Continue reading