Learning and Memory in Children

Relevant Studies

Collins, M.  & Laski, E.V. (2018). Digger deeper: Shared deep structures of early literacy and mathematics involve symbolic mapping and relational reasoning. Early Childhood Research Quarterly. doi.org/10.1016/j.ecresq.2018.02.008

Collins, M.A. & Laski, E.V. (2015). Preschoolers’ strategies for solving visual pattern tasks. Early Childhood Research Quarterly, 32, 204-214. doi: 10.1016/j.ecresq.2015.04.004

Dulaney, A., Vasilyeva, M., O’Dwyer, L. (2015). Individual differences in cognitive resources and elementary school mathematics achievement: Examining the roles of storage and attention. Learning and Individual Differences, 37, 55-63 

Foley, A. E., Vasilyeva, M., & Laski, E. V. (2017). Children’s use of decomposition strategies mediates the visuospatial memory and arithmetic accuracy relation. British Journal of Developmental Psychology. 35(2), 303–309. doi: 10.1111/bjdp.12166

Gordon, R., Chernyak, N., & Cordes, S. (2019). Get to the point: Preschoolers’ spontaneous gesture use during a cardinality task. Cognitive Development, 52.

Hamamouche, K. & Cordes, S. (2020). Learning about time: Knowledge of formal timing symbols is related to individual differences in temporal precision. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(1), 117.

Hurst, M., Anderson, U. S., & Cordes, S. (2017). The acquisition of mappings among number words, written numerals, and quantities in preschoolers. Journal of Cognition and Development, 18(1), 41-62. doi: 10.1080/15248372.2016.1228653.

Hurst, M. & Cordes, S. (2019). Talking about proportion: Fraction labels impact numerical interference in non-symbolic proportional reasoning. Developmental Science, 22(4), e12790.

Laski, E.V., Schiffman, J. †, Vasilyeva, M., & Ermakova, A. † (2016). Arithmetic accuracy in children from high- and low-income schools: What do strategies have to do with it? AERAOpen, 2(2), 1-14. doi: 10.1177/2332858416644219

Laski, E. V. & Siegler, R.S. (2014). Learning from number board games: You learn what you encode. Developmental Psychology. 50(3), 853-864. doi: 10.1037/a0034321

Posid, T. & Cordes, S. (2018). How high can you count? Probing the limits of young children's counting. Developmental Psychology 54(5), 875-889.

Vasilyeva, M., Laski, E., & Shen, C. (2015). Computational fluency and strategy choice predict individual and cross-national differences on complex arithmetic.  Developmental Psychology, 51(10), 1489-1500.

Vasilyeva, M. Weber, L., Crawford, L., & Veraksa, A. (2018). Early symbolic knowledge of numbers: A window into children’s understanding of numeric structure. Bordón. Revista de Pedagogía (Journal of Education), 70(3), 139-155.