Preschoolers’ strategies for solving visual pattern tasks

Collins, Melissa A.; Laski, Elida V.

doi:10.1016/j.ecresq.2015.04.004

Cited by 83 publications

(67 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These results indicate that working memory is an especially important factor in preschoolers' ability to solve alternating patterns. However, they do not show the effect of inhibitory control that Collins and Laski (2015) found with a different sample of preschoolers and a different measure of inhibition.…”

Section: Executive Functionmentioning

confidence: 97%

“…Only the cognitive flexibility measure was related to patterning. This makes some sense, as these children were two years older than those tested by Collins and Laski (2015) or Miller et al (2015). It appears that at this age the prepotent responses required by the Day-Night test may have required little inhibition.…”

Section: Executive Functionmentioning

confidence: 99%

“…These EF components are distinct but correlated with each other (Miyake et al, 2000). Collins and Laski (2015) assessed preschoolers approaches to alternating patterns, and included two measures of EF. One was the WISC IV Digit Recall scale, in which children recall digits forwards and backwards.…”

Section: Executive Functionmentioning

confidence: 99%

See 2 more Smart Citations

Empirical Studies of Patterning

Pasnak¹

2017

PSYCH

View full text Add to dashboard Cite

Young children have been taught simple sequences of alternating shapes and colors, referred to as "patterning", for the past half century in the hope that their understanding of prealgebra and their mathematics achievement would be improved. The evidence that such patterning instruction actually improves children's academic achievement is scanty. However, recent research shows that instruction on more complex patterns produces advances in both mathematics and reading achievement. Patterning instruction should change accordingly. Further research is needed to assess the cognitive mechanisms involved, which children benefit from such instruction, and the patterns that will produce the greatest gains.

show abstract

Section: Executive Functionmentioning

confidence: 97%

Section: Executive Functionmentioning

confidence: 99%

See 1 more Smart Citation

Empirical Studies of Patterning

Pasnak¹

2017

PSYCH

View full text Add to dashboard Cite

show abstract

“…Researchers conducting investigations of relations between patterning instruction and academic achievement have called for more basic research on the relationship between patterning and cognitive mechanisms and abilities (e.g., Kidd et al, 2013;Kidd et al, 2014;Pasnak et al, 2015). In the past few years, significant relationships have been found among pattern understanding, executive functions (EF), and relational knowledge (e.g., Bock et al, 2018;Collins & Laski, 2015;Miller, Rittle-Johnson, Loehr, & Fyfe, 2016;Rittle-Johnson, Fyfe, McLean, & McEldoon, 2013;Schmerold et al, 2017). Rittle-Johnson et al (2013) found that working memory and relational knowledge might be the underlying developmental mechanisms that improve four-year-old's knowledge of repeating patterns.…”

Section: Patterning and Cognitive Mechanismsmentioning

confidence: 99%

Patterns, Mathematics, Early Literacy, and Executive Functions

Kidd¹,

Lyu²,

Peterson³

et al. 2019

View full text Add to dashboard Cite

In the fall, kindergartners from 21 classrooms in four urban schools were randomly formed into trios and taught either mathematics or early literacy or social studies, or six types of complex patterns. Measures of mathematics, early literacy, executive functions (EF), and understanding of complex patterns were collected in late spring. Exploratory factor analysis indicated that the early literacy measures, one measure of inhibition, and both mathematics measures comprised one factor. Another inhibition measure, cognitive flexibility, working memory, patterning, and the computation mathematics measure comprised another factor. The correlations obtained and the factor analysis distinguish the cognitive and achievement measures and show the relations between them.

show abstract

“…Sophisticated numeracy knowledge requires deducing underlying rules from examples, such as the successor principle for symbol–quantity mappings (e.g., the next number name means adding one). Repeating pattern knowledge also involves spatial relations and spatial short‐term memory (Collins & Laski, ), and spatial skills support numeracy development (Mix & Cheng, ).…”

Section: Early Mathematics Developmentmentioning

confidence: 99%

Early Math Trajectories: Low‐Income Children's Mathematics Knowledge From Ages 4 to 11

et al. 2016

View full text Add to dashboard Cite

Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle grades mathematics achievement. In preschool, nonsymbolic quantity, counting, and patterning knowledge predicted fifth-grade mathematics achievement. By the end of first grade, symbolic mapping, calculation, and patterning knowledge were the important predictors. Furthermore, the first-grade predictors mediated the relation between preschool math knowledge and fifth-grade mathematics achievement. Findings support the early math trajectories model among low-income children.

show abstract

Preschoolers’ strategies for solving visual pattern tasks

Cited by 83 publications

References 56 publications

Empirical Studies of Patterning

Empirical Studies of Patterning

Patterns, Mathematics, Early Literacy, and Executive Functions

Early Math Trajectories: Low‐Income Children's Mathematics Knowledge From Ages 4 to 11

Contact Info

Product

Resources

About