Children's understanding of the relation between addition and subtraction: Inversion, identity, and decomposition

Article Abstract:

Children must have knowledge of the link between addition and subtraction to fully understand them. Two studies were undertaken to examined this knowledge, based on five and six year old children's understanding that addition and subtraction cancel each other out. It was concluded that children understand the links between addition and subtraction and their understanding may not be base don their computational skills.

Research, Study and teaching, Child psychology, Mathematics

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Nicaraguan sign language and Theory of Mind: the issue of critical periods and abilities

Article Abstract:

A group of 22 deaf Nicaraguans who learned the Nicaraguan Sign Language (ISN) at different ages were tested on a false belief and a non-verbal cartoon retell task in order to elicit a discussion on the character's mental state. It was concluded that 10 years of age is a crucial period when lack of language exposure could result in long-lasting deficits in false belief abilities.

Nicaragua, Psychological aspects, Sign language, Clinical report

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Causal connections in the acquisition of an orthographic rule: A test of Uta Frith's developmental hypothesis

Article Abstract:

Frith's causal hypothesis that children first gain orthographic knowledge through reading and then later, as a consequence, through spelling is tested in a longitudinal study. The results strongly support Frith's casual hypothesis about development of orthographic knowledge.

Spelling, Reading skills

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