Ball, D. L. (1992). Magical hopes: Manipulatives and the reform of math education. American Educator, 16, 14-18.

Bialystok, E. (1992). Symbolic representation of letters and numbers. Cognitive Development, 7, 301-316.

Bialystok, E., & Martin, M. M. (2003). Notation to symbol: Development in children's understanding of print. Journal of Experimental Child Psychology, 86, 223-243.

Bialystok, E., Shenfield, T., & Codd, J. (2000). Languages, scripts, and the environment: Factors in developing concepts of print. Developmental Psychology, 36, 66-76.

Bruner, J. S. (1966). Toward a theory of instruction. Cambridge Harvard University Press.

Bruner, J. S., Goodnow, J. J., & Austin, G. A. (1956). A study of thinking. New York: Wiley.

Clements, D. H. (1997). (Mis?)Constructing Constructivism. Teaching Children Mathematics, 4, 198-200.

Clements, D. H., & McMillen, S. (1996). Rethinking "Concrete" Manipulatives. Teaching Children Mathematics, 2, 270-279.

DeLoache, J. S. (1987). Rapid change in the symbolic functioning of very young children. Science, 238, 1556-1557.

DeLoache, J. S. (1989). Young children's understanding of the correspondence between a scale model and a larger space. Cognitive Development, 4, 121-139.

DeLoache, J. S. (1991). Symbolic functioning in very young children: Understanding of pictures and models. Child Development, 62, 736-752.

DeLoache, J. S. (1995). Early symbol understanding and use. In D. L. Medin (Ed.), The psychology of learning and motivation: Advances in research and theory, (Vol. 33, pp. 65-114). San Diego: Academic Press.

DeLoache, J. S. (2000). Dual representation and young children's use of scale models. Child Development, 71, 329-338.

DeLoache, J. S., & Burns, N. M. (1993). Symbolic development in young children: Understanding models and pictures. In C. Pratt & A. F. Garton (Eds.), Systems of representation in children: Development and use (pp. 91-107). Chichester, UK: Wiley.

DeLoache, J. S., & Burns, N. M. (1994). Symbolic functioning in preschool children. Journal of Applied Developmental Psychology, 15, 513-527.

DeLoache, J. S., de Mendoza, O. A., & Anderson, K. N. (1999). Multiple factors in early symbol use instructions, similarity, and age in understanding a symbol-referent relation. Cognitive Development, 14, 299-312.

DeLoache, J. S., Kolstad, V., & Anderson, K. N. (1991). Physical similarity and young children's understanding of scale models. Child Development, 62, 111-126.

DeLoache, J. S., Miller, K. F., & Rosengren, K. S. (1997). The credible shrinking room: Very young children's performance with symbolic and nonsymbolic relations. Psychological Science, 8, 308-313.

DeLoache, J. S., Pierroutsakos, S. L., & Uttal, D. H. (2003). The origins of pictorial competence. Current Directions in Psychological Science, 12, 114-118.

Deloache, J. S., Simcock, G., & Marzolf, D. P. (2004). Transfer by very young children in the symbolic retrieval task. Child Developments, 1708 -1718

Eskritt, M., & Lee, K. (2002). "Remember where you last saw that card": Children's production of external symbols as a memory aid. Developmental Psychology, 38, 254-266.

Ferreiro, E. (1985). Literacy development: A psychogenetic perspective. In D. Olson, N. Torrance & A. Hildyard (Eds.), Literacy, language and learning (pp. 217-228). Cambridge: Cambridge University Press.

Gelman, S. A. (2000). The role of essentialism in children's concepts. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 27, pp. 55-98). San Diego, CA: Academic Press.

Gelman, S. A. (2003). The essential child: Origins of essential-ism in everyday thought. New York: Oxford University Press.

Gelman, S. A., & Wellman, H. M. (1991). Insides and essence: Early understandings of the non-obvious. Cognition, 38, 213-44.

Gergely, G., Nadasdy, Z., Csibra, G., & Biro, S. (1995). Taking the intentional stance at 12 months of age. Cognition, 56, 165-193.

Ginsburg, H. P., & Baroody, A. J. (1990). TEMA 2: Tests of Early Mathematics Achievement. Austin, TX: Pro-Ed.

Hughes, M. (1986). Children and number: Difficulties in learning mathematics. Oxford, England: Basil Blackwell.

Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence: An essay on the construction of formal operational structures.

Landsmann, L. T., & Karmiloff-Smith, A. (1992). Children's understanding of notations as domains of knowledge versus referential-communicative tools. Cognitive Development, 7, 287-300.

Martin, T., & Schwartz, D. (in press). Physically distributed learning: Adapting and reinterpreting physical environments in the development of fraction concepts. Cognitive Science.

Marzolf, D. P., & DeLoache, J. S. (1994). Transfer in young children's understanding of spatial representations. Child Development, 65, 1-15.

Montessori, M. (1917). The advanced Montessori method. New York: Frederick A. Stokes.

Munn, P. (1998). Symbolic function in pre-schoolers. In C. Donlan (Ed.), The development of mathematical skills (pp. 47-71). Hove, UK: Psychology Press.

Piaget, J. (1951). Play, dreams and imitation in childhood (C. Gattegno & F. M. Hodgson., Trans.). New York: Norton.

Quinn, P. C. (2003). Concepts are not just for objects: Categorization of spatial relation information by infants. In D. H. Rakison & L. M. Oakes (Eds.), Early category and concept development: Making sense of the blooming, buzzing confusion (pp. 50-76). London: Oxford University Press.

Quinn, P. C., Adams, A., Kennedy, E., Shettler, L., & Wasnik, A. (2003). Development of an abstract category representation for the spatial relation between in 6- to 10-month-old infants. Developmental Psychology, 39, 151-163.

Ravid, D., & Tolchinsky, L. (2002). Developing linguistic literacy: A comprehensive model. Journal of Child Language, 29, 417-447.

Resnick, L. B., & Omanson, S.F. (1987). Learning to understand arithmetic. Advances in instructional psychology, 3, 41-96.

Sarama, J., & Clements, D. H. (2002). Building Blocks for young children's mathematical development. Journal of Educational Computing Research, 27, 93-10.

Sarama, J., & Clements, D. H. (2004). Building Blocks for early childhood mathematics. Early Childhood Research Quarterly, 19, 181-189.

Sigel, I. E. (1993). The centrality of a distancing model for the development of representational competence. In R. R. Cocking & K. A. Renninger (Eds.), The development and meaning of psychological distance (pp. 141-158). Hillsdale, NJ: Erlbaum.

Simons, D. J., & Keil, F. C. (1995). An abstract to concrete shift in the development ofbiological thought: The insides story. Cognition, 56, 129-163.

Sowell, E. J. (1989). Effects of manipulative materials in mathematics instruction. Journal for Research in Mathematics Education, 20, 498-505.

Stevenson, H. W., & Stigler, J. W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Summit Books.

Tolchinsky, L. (2003). The cradle of culture and what children know about writing and numbers before being taught. Mahwah, NJ: Erlbaum.

Tolchinsky, L., & Teberosky, A. (1998). The development of word segmentation and writing in two scripts. Cognitive Development, 13, 1-24.

Tolchinsky-Landsmann, L., & Levin, I. (1985). Writing in preschoolers: An age-related analysis. Applied Psycho-linguistics, 6, 319-339.

Treiman, R. (2000). The foundations of literacy. Current Directions in Psychological Science, 9, 89-92.

Uttal, D. H., Schreiber, J. C., & DeLoache, J. S. (1995). Waiting to use a symbol: The effects of delay on children's use of models. Child Development, 66, 1875-1889.

Uttal, D. H., Scudder, K. V., & DeLoache, J. S. (1997). Ma-nipulatives as symbols: A new perspective on the use of concrete objects to teach mathematics. Journal of Applied Developmental Psychology, 18, 37-54.

Vygotsky, L. S., & Kozulin, A. (1986). Thought and language. Cambridge, Mass.: MIT Press.

Wearne, D., & Hiebert, J. (1988). A cognitive approach to meaningful mathematics instruction: Testing a local theory using decimal numbers. Journal for Research in Mathematics Education, 19, 371-384.

Werner, H., & Kaplan, B. (1963). Symbol formation; an organismic-developmental approach to language and the expression of thought. New York: Wiley.

Woodward, A. L. (2003). Infants' developing understanding of the link between looker and object. Developmental Science, 6, 297-311.

Woodward, A. L., & Sommerville, J. A. (2000). Twelvemonth-old infants interpret action in context. Psychological Science, 11, 73-77.

Single Parenting

Single Parenting

Finally! You Can Put All Your Worries To Rest! You Can Now Instantly Learn Some Little-Known But Highly Effective Tips For Successful Single Parenting! Understand Your Role As A Single Motherfather, And Learn How To Give Your Child The Love Of Both Parents Single Handedly.

Get My Free Ebook

Post a comment