The developmental trajectory of basic numerical skills and sequential processing was systematically investigated among a sample of 5 to 11-year-old typically developing boys. Performance was defined in terms of reaction times and error rates during novel computerized tasks that measured sequential and numerical concepts related to cardinality and ordinal knowledge. Analyses revealed that fast and accurate performance was attributable to children at older ages. At younger ages, task manipulations exclusively related to ordinal relationships demonstrated a significant influence over error rates. Furthermore, nonverbal intelligence predicted a significant amount of the variance related to an understanding of the ordinal properties of numbers. The findings support developmental theory regarding age-related changes in early mathematical performance and extend pedagogical research concerning the cognitive capacities that contribute to approximate numerical knowledge.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.98565 |
| Date | January 2005 |
| Creators | Ostfield, Danielle. |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Educational and Counselling Psychology.) |
| Rights | © Danielle Ostfield, 2005 |
| Relation | alephsysno: 002335810, proquestno: AAIMR24903, Theses scanned by UMI/ProQuest. |
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