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Drew H. Bailey

Bio: Drew H. Bailey is an academic researcher from University of California, Irvine. The author has contributed to research in topics: Medicine & Psychology. The author has an hindex of 30, co-authored 88 publications receiving 4130 citations. Previous affiliations of Drew H. Bailey include University of Missouri & Carnegie Mellon University.


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TL;DR: Both the MLD and LA groups showed slow across-grade growth in mathematics achievement, and group differences in growth were mediated by deficits or delays in fluency of number processing, the ability to retrieve basic facts from long-term memory and to decompose numbers to aid in problem solving.
Abstract: First- to fifth-grade mathematics and word reading achievement were assessed for children with mathematical learning disability (MLD, n = 16), persistent low achievement (LA, n = 29), and typical achievement (n = 132). Intelligence, working memory, processing speed, and in-class attention were assessed in 2 or more grades, and mathematical cognition was assessed with experimental tasks in all grades. The MLD group was characterized by low school-entry mathematics achievement and poor word reading skills. The former was mediated by poor fluency in processing or accessing quantities associated with small sets of objects and corresponding Arabic numerals, whereas the latter was mediated by slow automatized naming of letters and numbers. Both the MLD and LA groups showed slow across-grade growth in mathematics achievement. Group differences in growth were mediated by deficits or delays in fluency of number processing, the ability to retrieve basic facts from long-term memory and to decompose numbers to aid in problem solving, and by the central executive component of working memory and in-class attention.

374 citations

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TL;DR: It is argued that skill-building interventions should target “trifecta” skills—ones that are malleable, fundamental, and would not have developed eventually in the absence of the intervention.
Abstract: Many interventions targeting cognitive skills or socioemotional skills and behaviors demonstrate initially promising but then quickly disappearing impacts. Our paper seeks to identify the key features of interventions, as well as the characteristics and environments of the children and adolescents who participate in them, that can be expected to sustain persistently beneficial program impacts. We describe three such processes: skill-building, foot-in-the-door and sustaining environments. We argue that skill-building interventions should target "trifecta" skills - ones that are malleable, fundamental, and would not have developed eventually in the absence of the intervention. Successful foot-in-the-door interventions equip a child with the right skills or capacities at the right time to avoid imminent risks (e.g., grade failure or teen drinking) or seize emerging opportunities (e.g., entry into honors classes). The sustaining environments perspective views high quality of environments subsequent to the completion of the intervention as crucial for sustaining early skill gains. These three perspectives generate both complementary and competing hypotheses regarding the nature, timing and targeting of interventions that generate enduring impacts.

369 citations

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TL;DR: The authors examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders, and found that the relation was much stronger for symbolic numbers.

317 citations

01 Jan 2014
TL;DR: A meta-analysis of 19 published studies indicated that relations between non-symbolic numerical magnitude knowledge and mathematics achievement are present but tend to be weak, especially beyond 6 years of age.
Abstract: We examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders. Fraction and whole number symbolic and non-symbolic numerical magnitude understandings were measured using both magnitude comparison and number line estimation tasks. After controlling for non-mathematical cognitive proficiency, both symbolic and nonsymbolic numerical magnitude understandings were uniquely related to mathematics achievement, but the relation was much stronger for symbolic numbers. A meta-analysis of 19 published studies indicated that relations between non-symbolic numerical magnitude knowledge and mathematics achievement are present but tend to be weak, especially beyond 6 years of age.

311 citations

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TL;DR: This article examined the neural underpinnings of fraction understanding, developmental and individual differences in that understanding, and interventions that improve the understanding, concluding that accurate representation of fraction magnitudes emerges as crucial both to conceptual understanding of fractions and to fraction arithmetic.

240 citations


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5,680 citations

Journal Article
TL;DR: Thaler and Sunstein this paper described a general explanation of and advocacy for libertarian paternalism, a term coined by the authors in earlier publications, as a general approach to how leaders, systems, organizations, and governments can nudge people to do the things the nudgers want and need done for the betterment of the nudgees, or of society.
Abstract: NUDGE: IMPROVING DECISIONS ABOUT HEALTH, WEALTH, AND HAPPINESS by Richard H. Thaler and Cass R. Sunstein Penguin Books, 2009, 312 pp, ISBN 978-0-14-311526-7This book is best described formally as a general explanation of and advocacy for libertarian paternalism, a term coined by the authors in earlier publications. Informally, it is about how leaders, systems, organizations, and governments can nudge people to do the things the nudgers want and need done for the betterment of the nudgees, or of society. It is paternalism in the sense that "it is legitimate for choice architects to try to influence people's behavior in order to make their lives longer, healthier, and better", (p. 5) It is libertarian in that "people should be free to do what they like - and to opt out of undesirable arrangements if they want to do so", (p. 5) The built-in possibility of opting out or making a different choice preserves freedom of choice even though people's behavior has been influenced by the nature of the presentation of the information or by the structure of the decisionmaking system. I had never heard of libertarian paternalism before reading this book, and I now find it fascinating.Written for a general audience, this book contains mostly social and behavioral science theory and models, but there is considerable discussion of structure and process that has roots in mathematical and quantitative modeling. One of the main applications of this social system is economic choice in investing, selecting and purchasing products and services, systems of taxes, banking (mortgages, borrowing, savings), and retirement systems. Other quantitative social choice systems discussed include environmental effects, health care plans, gambling, and organ donations. Softer issues that are also subject to a nudge-based approach are marriage, education, eating, drinking, smoking, influence, spread of information, and politics. There is something in this book for everyone.The basis for this libertarian paternalism concept is in the social theory called "science of choice", the study of the design and implementation of influence systems on various kinds of people. The terms Econs and Humans, are used to refer to people with either considerable or little rational decision-making talent, respectively. The various libertarian paternalism concepts and systems presented are tested and compared in light of these two types of people. Two foundational issues that this book has in common with another book, Network of Echoes: Imitation, Innovation and Invisible Leaders, that was also reviewed for this issue of the Journal are that 1 ) there are two modes of thinking (or components of the brain) - an automatic (intuitive) process and a reflective (rational) process and 2) the need for conformity and the desire for imitation are powerful forces in human behavior. …

3,435 citations

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TL;DR: A survey of factor analytic studies of human cognitive abilities can be found in this paper, with a focus on the role of factor analysis in human cognitive ability evaluation and cognition. But this survey is limited.
Abstract: (1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

2,388 citations