The Experts below are selected from a list of 3099 Experts worldwide ranked by ideXlab platform
Lynn S. Fuchs - One of the best experts on this subject based on the ideXlab platform.
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contributions of domain general cognitive resources and different forms of arithmetic development to pre algebraic knowledge
Developmental Psychology, 2012Co-Authors: Lynn S. Fuchs, Douglas Fuchs, Carol L. Hamlett, Donald L Compton, Sarah R Powell, Robin F Schumacher, Emily Vernier, Jessica M Namkung, Rose K VukovicAbstract:The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n 279, mean age 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd grade. Multilevel path analysis, controlling for instructional effects associated with the sequence of classrooms in which students were nested across Grades 2–3, indicated arithmetic calculations and word problems are foundational to pre-algebraic knowledge. Also, results revealed direct contributions of nonverbal reasoning and oral language to pre-algebraic knowledge, beyond indirect effects that are mediated via arithmetic calculations and word problems. By contrast, Attentive Behavior, phonological processing, and processing speed contributed to pre-algebraic knowledge only indirectly via arithmetic calculations and word problems.
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the construct and predictive validity of a dynamic assessment of young children learning to read implications for rti frameworks
Journal of Learning Disabilities, 2011Co-Authors: Douglas Fuchs, Lynn S. Fuchs, Donald L Compton, Bobette Bouton, Erin CaffreyAbstract:The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students (N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, Attentive Behavior, and hyperactive or impulsive Behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills and reading comprehension. Factor analysis using principal axis factor extraction indicated that DA loaded on a first factor that also included language abilities and IQ, which the authors refer to as the “language, IQ, and DA” factor. It was relatively distinct from two additional fa...
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do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities
Developmental Psychology, 2010Co-Authors: Lynn S. Fuchs, Douglas Fuchs, Carol L. Hamlett, Donald L Compton, David C Geary, Pamela M Seethaler, Joan D Bryant, Christopher SchatschneiderAbstract:The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Development was indexed by latent change scores, and the interplay between numerical and domain-general abilities was analyzed by multiple regression. Results suggest that the development of different types of formal school mathematics depends on different constellations of numerical versus general cognitive abilities. When controlling for 8 domain-general abilities, both aspects of basic numerical cognition were uniquely predictive of procedural calculations and word problems development. Yet, for procedural calculations development, the additional amount of variance explained by the set of domain-general abilities was not significant, and only counting span was uniquely predictive. By contrast, for word problems development, the set of domain-general abilities did provide additional explanatory value, accounting for about the same amount of variance as the basic numerical cognition variables. Language, Attentive Behavior, nonverbal problem solving, and listening span were uniquely predictive.
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dynamic assessment of algebraic learning in predicting third graders development of mathematical problem solving
Journal of Educational Psychology, 2008Co-Authors: Lynn S. Fuchs, Douglas Fuchs, Donald L Compton, Kurstin N Hollenbeck, Caitlin F Craddock, Carol L. HamlettAbstract:Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting third graders' development of mathematics problem solving. In the fall, 122 third-grade students were assessed on language, nonverbal reasoning, Attentive Behavior, calculations, word-problem skill, and DA. On the basis of random assignment, students received 16 weeks of validated instruction on word problems or received 16 weeks of conventional instruction on word problems. Then, students were assessed on word-problem measures proximal and distal to instruction. Structural equation measurement models showed that DA measured a distinct dimension of pretreatment ability and that proximal and distal word-problem measures were needed to account for outcome. Structural equation modeling showed that instruction (conventional vs. validated) and pretreatment calculation skills were sufficient to account for math word-problem outcome proximal to instruction; by contrast, language, pretreatment word-problem skill, and DA were needed to forecast learning on word-problem outcomes more distal to instruction. Findings are discussed in terms of responsiveness-to-intervention models for preventing and identifying learning disabilities.
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problem solving and computational skill are they shared or distinct aspects of mathematical cognition
Journal of Educational Psychology, 2008Co-Authors: Lynn S. Fuchs, Karla K Stuebing, Douglas Fuchs, Carol L. Hamlett, Jack M Fletcher, Warren LambertAbstract:The purpose of this study was to explore patterns of difficulty in 2 domains of mathematical cognition: computation and problem solving. Third graders (n = 924; 47.3% male) were representatively sampled from 89 classrooms; assessed on computation and problem solving; classified as having difficulty with computation, problem solving, both domains, or neither domain; and measured on 9 cognitive dimensions. Difficulty occurred across domains with the same prevalence as difficulty with a single domain; specific difficulty was distributed similarly across domains. Multivariate profile analysis on cognitive dimensions and chi-square tests on demographics showed that specific computational difficulty was associated with strength in language and weaknesses in Attentive Behavior and processing speed; problem-solving difficulty was associated with deficient language as well as race and poverty. Implications for understanding mathematics competence and for the identification and treatment of mathematics difficulties are discussed.
Douglas Fuchs - One of the best experts on this subject based on the ideXlab platform.
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contributions of domain general cognitive resources and different forms of arithmetic development to pre algebraic knowledge
Developmental Psychology, 2012Co-Authors: Lynn S. Fuchs, Douglas Fuchs, Carol L. Hamlett, Donald L Compton, Sarah R Powell, Robin F Schumacher, Emily Vernier, Jessica M Namkung, Rose K VukovicAbstract:The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n 279, mean age 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd grade. Multilevel path analysis, controlling for instructional effects associated with the sequence of classrooms in which students were nested across Grades 2–3, indicated arithmetic calculations and word problems are foundational to pre-algebraic knowledge. Also, results revealed direct contributions of nonverbal reasoning and oral language to pre-algebraic knowledge, beyond indirect effects that are mediated via arithmetic calculations and word problems. By contrast, Attentive Behavior, phonological processing, and processing speed contributed to pre-algebraic knowledge only indirectly via arithmetic calculations and word problems.
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the construct and predictive validity of a dynamic assessment of young children learning to read implications for rti frameworks
Journal of Learning Disabilities, 2011Co-Authors: Douglas Fuchs, Lynn S. Fuchs, Donald L Compton, Bobette Bouton, Erin CaffreyAbstract:The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students (N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, Attentive Behavior, and hyperactive or impulsive Behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills and reading comprehension. Factor analysis using principal axis factor extraction indicated that DA loaded on a first factor that also included language abilities and IQ, which the authors refer to as the “language, IQ, and DA” factor. It was relatively distinct from two additional fa...
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do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities
Developmental Psychology, 2010Co-Authors: Lynn S. Fuchs, Douglas Fuchs, Carol L. Hamlett, Donald L Compton, David C Geary, Pamela M Seethaler, Joan D Bryant, Christopher SchatschneiderAbstract:The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Development was indexed by latent change scores, and the interplay between numerical and domain-general abilities was analyzed by multiple regression. Results suggest that the development of different types of formal school mathematics depends on different constellations of numerical versus general cognitive abilities. When controlling for 8 domain-general abilities, both aspects of basic numerical cognition were uniquely predictive of procedural calculations and word problems development. Yet, for procedural calculations development, the additional amount of variance explained by the set of domain-general abilities was not significant, and only counting span was uniquely predictive. By contrast, for word problems development, the set of domain-general abilities did provide additional explanatory value, accounting for about the same amount of variance as the basic numerical cognition variables. Language, Attentive Behavior, nonverbal problem solving, and listening span were uniquely predictive.
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dynamic assessment of algebraic learning in predicting third graders development of mathematical problem solving
Journal of Educational Psychology, 2008Co-Authors: Lynn S. Fuchs, Douglas Fuchs, Donald L Compton, Kurstin N Hollenbeck, Caitlin F Craddock, Carol L. HamlettAbstract:Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting third graders' development of mathematics problem solving. In the fall, 122 third-grade students were assessed on language, nonverbal reasoning, Attentive Behavior, calculations, word-problem skill, and DA. On the basis of random assignment, students received 16 weeks of validated instruction on word problems or received 16 weeks of conventional instruction on word problems. Then, students were assessed on word-problem measures proximal and distal to instruction. Structural equation measurement models showed that DA measured a distinct dimension of pretreatment ability and that proximal and distal word-problem measures were needed to account for outcome. Structural equation modeling showed that instruction (conventional vs. validated) and pretreatment calculation skills were sufficient to account for math word-problem outcome proximal to instruction; by contrast, language, pretreatment word-problem skill, and DA were needed to forecast learning on word-problem outcomes more distal to instruction. Findings are discussed in terms of responsiveness-to-intervention models for preventing and identifying learning disabilities.
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problem solving and computational skill are they shared or distinct aspects of mathematical cognition
Journal of Educational Psychology, 2008Co-Authors: Lynn S. Fuchs, Karla K Stuebing, Douglas Fuchs, Carol L. Hamlett, Jack M Fletcher, Warren LambertAbstract:The purpose of this study was to explore patterns of difficulty in 2 domains of mathematical cognition: computation and problem solving. Third graders (n = 924; 47.3% male) were representatively sampled from 89 classrooms; assessed on computation and problem solving; classified as having difficulty with computation, problem solving, both domains, or neither domain; and measured on 9 cognitive dimensions. Difficulty occurred across domains with the same prevalence as difficulty with a single domain; specific difficulty was distributed similarly across domains. Multivariate profile analysis on cognitive dimensions and chi-square tests on demographics showed that specific computational difficulty was associated with strength in language and weaknesses in Attentive Behavior and processing speed; problem-solving difficulty was associated with deficient language as well as race and poverty. Implications for understanding mathematics competence and for the identification and treatment of mathematics difficulties are discussed.
Carol L. Hamlett - One of the best experts on this subject based on the ideXlab platform.
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contributions of domain general cognitive resources and different forms of arithmetic development to pre algebraic knowledge
Developmental Psychology, 2012Co-Authors: Lynn S. Fuchs, Douglas Fuchs, Carol L. Hamlett, Donald L Compton, Sarah R Powell, Robin F Schumacher, Emily Vernier, Jessica M Namkung, Rose K VukovicAbstract:The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n 279, mean age 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd grade. Multilevel path analysis, controlling for instructional effects associated with the sequence of classrooms in which students were nested across Grades 2–3, indicated arithmetic calculations and word problems are foundational to pre-algebraic knowledge. Also, results revealed direct contributions of nonverbal reasoning and oral language to pre-algebraic knowledge, beyond indirect effects that are mediated via arithmetic calculations and word problems. By contrast, Attentive Behavior, phonological processing, and processing speed contributed to pre-algebraic knowledge only indirectly via arithmetic calculations and word problems.
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do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities
Developmental Psychology, 2010Co-Authors: Lynn S. Fuchs, Douglas Fuchs, Carol L. Hamlett, Donald L Compton, David C Geary, Pamela M Seethaler, Joan D Bryant, Christopher SchatschneiderAbstract:The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Development was indexed by latent change scores, and the interplay between numerical and domain-general abilities was analyzed by multiple regression. Results suggest that the development of different types of formal school mathematics depends on different constellations of numerical versus general cognitive abilities. When controlling for 8 domain-general abilities, both aspects of basic numerical cognition were uniquely predictive of procedural calculations and word problems development. Yet, for procedural calculations development, the additional amount of variance explained by the set of domain-general abilities was not significant, and only counting span was uniquely predictive. By contrast, for word problems development, the set of domain-general abilities did provide additional explanatory value, accounting for about the same amount of variance as the basic numerical cognition variables. Language, Attentive Behavior, nonverbal problem solving, and listening span were uniquely predictive.
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dynamic assessment of algebraic learning in predicting third graders development of mathematical problem solving
Journal of Educational Psychology, 2008Co-Authors: Lynn S. Fuchs, Douglas Fuchs, Donald L Compton, Kurstin N Hollenbeck, Caitlin F Craddock, Carol L. HamlettAbstract:Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting third graders' development of mathematics problem solving. In the fall, 122 third-grade students were assessed on language, nonverbal reasoning, Attentive Behavior, calculations, word-problem skill, and DA. On the basis of random assignment, students received 16 weeks of validated instruction on word problems or received 16 weeks of conventional instruction on word problems. Then, students were assessed on word-problem measures proximal and distal to instruction. Structural equation measurement models showed that DA measured a distinct dimension of pretreatment ability and that proximal and distal word-problem measures were needed to account for outcome. Structural equation modeling showed that instruction (conventional vs. validated) and pretreatment calculation skills were sufficient to account for math word-problem outcome proximal to instruction; by contrast, language, pretreatment word-problem skill, and DA were needed to forecast learning on word-problem outcomes more distal to instruction. Findings are discussed in terms of responsiveness-to-intervention models for preventing and identifying learning disabilities.
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problem solving and computational skill are they shared or distinct aspects of mathematical cognition
Journal of Educational Psychology, 2008Co-Authors: Lynn S. Fuchs, Karla K Stuebing, Douglas Fuchs, Carol L. Hamlett, Jack M Fletcher, Warren LambertAbstract:The purpose of this study was to explore patterns of difficulty in 2 domains of mathematical cognition: computation and problem solving. Third graders (n = 924; 47.3% male) were representatively sampled from 89 classrooms; assessed on computation and problem solving; classified as having difficulty with computation, problem solving, both domains, or neither domain; and measured on 9 cognitive dimensions. Difficulty occurred across domains with the same prevalence as difficulty with a single domain; specific difficulty was distributed similarly across domains. Multivariate profile analysis on cognitive dimensions and chi-square tests on demographics showed that specific computational difficulty was associated with strength in language and weaknesses in Attentive Behavior and processing speed; problem-solving difficulty was associated with deficient language as well as race and poverty. Implications for understanding mathematics competence and for the identification and treatment of mathematics difficulties are discussed.
David C Geary - One of the best experts on this subject based on the ideXlab platform.
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adolescents functional numeracy is predicted by their school entry number system knowledge
PLOS ONE, 2013Co-Authors: David C Geary, Mary K Hoard, Lara Nugent, Drew H BaileyAbstract:One in five adults in the United States is functionally innumerate; they do not possess the mathematical competencies needed for many modern jobs. We administered functional numeracy measures used in studies of young adults’ employability and wages to 180 thirteen-year-olds. The adolescents began the study in kindergarten and participated in multiple assessments of intelligence, working memory, mathematical cognition, achievement, and in-class Attentive Behavior. Their number system knowledge at the beginning of first grade was defined by measures that assessed knowledge of the systematic relations among Arabic numerals and skill at using this knowledge to solve arithmetic problems. Early number system knowledge predicted functional numeracy more than six years later (s = 0.195, p = .0014) controlling for intelligence, working memory, in-class Attentive Behavior, mathematical achievement, demographic and other factors, but skill at using counting procedures to solve arithmetic problems did not. In all, we identified specific beginning of schooling numerical knowledge that contributes to individual differences in adolescents’ functional numeracy and demonstrated that performance on mathematical achievement tests underestimates the importance of this early knowledge.
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independent contributions of the central executive intelligence and in class Attentive Behavior to developmental change in the strategies used to solve addition problems
Journal of Experimental Child Psychology, 2012Co-Authors: David C Geary, Mary K Hoard, Lara NugentAbstract:Children's (N=275) use of retrieval, decomposition (e.g., 7=4+3 and thus 6+7=6+4+3), and counting to solve additional problems was longitudinally assessed from first grade to fourth grade, and intelligence, working memory, and in-class Attentive Behavior was assessed in one or several grades. The goal was to assess the relation between capacity of the central executive component of working memory, controlling for intelligence and in-class Attentive Behavior, and grade-related changes in children's use of these strategies. The predictor on intercept effects from multilevel models revealed that children with higher central executive capacity correctly retrieved more facts and used the most sophisticated counting procedure more frequently and accurately than their lower capacity peers at the beginning of first grade, but the predictor on slope effects indicated that this advantage disappeared (retrieval) or declined in importance (counting) from first grade to fourth grade. The predictor on slope effects also revealed that from first grade to fourth grade, children with higher capacity adopted the decomposition strategy more quickly than other children. The results remained robust with controls for children's sex, race, school site, speed of encoding Arabic numerals and articulating number words, and mathematics achievement in kindergarten. The results also revealed that intelligence and in-class Attentive Behavior independently contributed to children's strategy development.
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do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities
Developmental Psychology, 2010Co-Authors: Lynn S. Fuchs, Douglas Fuchs, Carol L. Hamlett, Donald L Compton, David C Geary, Pamela M Seethaler, Joan D Bryant, Christopher SchatschneiderAbstract:The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Development was indexed by latent change scores, and the interplay between numerical and domain-general abilities was analyzed by multiple regression. Results suggest that the development of different types of formal school mathematics depends on different constellations of numerical versus general cognitive abilities. When controlling for 8 domain-general abilities, both aspects of basic numerical cognition were uniquely predictive of procedural calculations and word problems development. Yet, for procedural calculations development, the additional amount of variance explained by the set of domain-general abilities was not significant, and only counting span was uniquely predictive. By contrast, for word problems development, the set of domain-general abilities did provide additional explanatory value, accounting for about the same amount of variance as the basic numerical cognition variables. Language, Attentive Behavior, nonverbal problem solving, and listening span were uniquely predictive.
Lara Nugent - One of the best experts on this subject based on the ideXlab platform.
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adolescents functional numeracy is predicted by their school entry number system knowledge
PLOS ONE, 2013Co-Authors: David C Geary, Mary K Hoard, Lara Nugent, Drew H BaileyAbstract:One in five adults in the United States is functionally innumerate; they do not possess the mathematical competencies needed for many modern jobs. We administered functional numeracy measures used in studies of young adults’ employability and wages to 180 thirteen-year-olds. The adolescents began the study in kindergarten and participated in multiple assessments of intelligence, working memory, mathematical cognition, achievement, and in-class Attentive Behavior. Their number system knowledge at the beginning of first grade was defined by measures that assessed knowledge of the systematic relations among Arabic numerals and skill at using this knowledge to solve arithmetic problems. Early number system knowledge predicted functional numeracy more than six years later (s = 0.195, p = .0014) controlling for intelligence, working memory, in-class Attentive Behavior, mathematical achievement, demographic and other factors, but skill at using counting procedures to solve arithmetic problems did not. In all, we identified specific beginning of schooling numerical knowledge that contributes to individual differences in adolescents’ functional numeracy and demonstrated that performance on mathematical achievement tests underestimates the importance of this early knowledge.
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independent contributions of the central executive intelligence and in class Attentive Behavior to developmental change in the strategies used to solve addition problems
Journal of Experimental Child Psychology, 2012Co-Authors: David C Geary, Mary K Hoard, Lara NugentAbstract:Children's (N=275) use of retrieval, decomposition (e.g., 7=4+3 and thus 6+7=6+4+3), and counting to solve additional problems was longitudinally assessed from first grade to fourth grade, and intelligence, working memory, and in-class Attentive Behavior was assessed in one or several grades. The goal was to assess the relation between capacity of the central executive component of working memory, controlling for intelligence and in-class Attentive Behavior, and grade-related changes in children's use of these strategies. The predictor on intercept effects from multilevel models revealed that children with higher central executive capacity correctly retrieved more facts and used the most sophisticated counting procedure more frequently and accurately than their lower capacity peers at the beginning of first grade, but the predictor on slope effects indicated that this advantage disappeared (retrieval) or declined in importance (counting) from first grade to fourth grade. The predictor on slope effects also revealed that from first grade to fourth grade, children with higher capacity adopted the decomposition strategy more quickly than other children. The results remained robust with controls for children's sex, race, school site, speed of encoding Arabic numerals and articulating number words, and mathematics achievement in kindergarten. The results also revealed that intelligence and in-class Attentive Behavior independently contributed to children's strategy development.
