The credible shrinking room: very young children's performance with symbolic and nonsymbolic relations

Article Abstract:

Research of young children suggests that dual representation plays a role in symbol use and understanding. Tasks that require dual representation are more difficult than tasks where there is no need for it. Children aged 2-and-a-half find it difficult to maintain two simultaneous active representations due to their fairly restrictive capacity to process information, while a single entity cannot be easily mentally represented in two different ways due to their restricted cognitive flexibility.

Research, Child psychology, Signs and symbols, Symbolic interactionism

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When days are numbered: calendar structure and the development of calendar processing in English and Chinese

Article Abstract:

Chinese speakers of all ages perform calendar tasks involving naming specific months and days more rapidly than English speakers of the same age, according to research designed to establish whether cross-linguistic variation in calendar systems has an impact on the developing ability to solve basic problems involving calendar time. In general, Chinese speakers are much more likely than English speakers to apply calculation strategies to dealing with basic calendar calculation tasks.

Psychological aspects, Problem solving, Problem solving in children, Childhood problem solving

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Preschool origins of cross-national differences in mathematical competence: the role of number-naming systems

Article Abstract:

A comparative study of the mathematical ability of 99 Chinese and 98 three-to-six-year-old US children revealed the Chinese subjects to possess superior math skills from pre-school years. Despite difficulties in learning number-naming systems, Chinese students are proficient in learning symbols and relations pertaining to advanced math.

Evaluation, Testing, Children, Mathematical ability

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