Jeffrey Bisanz

TL;DR: A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children and highlighted the need to understand the fundamental underlying skills that contribute to diverse forms of mathematical competence.

TL;DR: This paper found that children's numerical competence in kindergarten is highly predictive of their acquisition of mathematics in Grade 1 and Grade 2, suggesting that experiences at home before schooling are important in understanding how numeracy develops.

TL;DR: Ashcraft et al. as mentioned in this paper found that the problem size effect in simple addition is mainly due to participants' selection of non-retrieval procedures on larger problems (i.e., problems with sums greater than 10).

TL;DR: Assessing performance on different components of working memory in conjunction with different types of arithmetic problems provided new insights into the developing relations between working memory and how children do arithmetic.

TL;DR: This paper found that participants were slower to retrieve problems that were most likely to be solved by non-retrieval procedures and faster to retrieve problem that were usually solved by retrieval, indicating that direct retrieval models are incomplete accounts of adults' performance and support a continuing influence of learning and experience on the mental representation of simple multiplication problems.