No abstract

No abstract

To improve chances of success, providers should consider patient preferences and prior experiences with quitting, provide medication-specific counseling for the selected therapy, and encourage adherence with the behavioral and pharmacotherapeutic treatment regimen.

Preschoolers' conceptual understanding and procedural skills were examined so as to explore the role of number-words and concept-procedure interactions in their additional knowledge. Eighteen three-to four-year-olds and 24 four-to five-yearolds judged commutativity and associativity principles and solved two-term problems involving number words and unknown numbers. The older preschoolers outperformed younger preschoolers in judging concepts involving unknown numbers and children made more accurate commutativity than associativity judgements. Children with conceptual profiles indicating a strong understanding of concepts applied to unknown numbers were more accurate at solving numberword problems than those with a poor conceptual understanding. The findings suggest that an important mathematical development during the preschool years may be learning to appreciate addition concepts as general principles that apply when exact numbers are unknown.