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.

Parenting Teens Special Report

Parenting Teens Special Report

Top Parenting Teenagers Tips. Everyone warns us about the terrible twos, but a toddler does not match the strife caused once children hit the terrible teens. Your precious children change from idolizing your every move to leaving you in the dust.

Get My Free Ebook

Post a comment