The Experts below are selected from a list of 346158 Experts worldwide ranked by ideXlab platform
David C. Geary - One of the best experts on this subject based on the ideXlab platform.
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Children's early understanding of number predicts their later problem-solving sophistication in addition.
Journal of experimental child psychology, 2018Co-Authors: Felicia W. Chu, Kristy Vanmarle, Jeffrey N. Rouder, David C. GearyAbstract:Previous studies suggest that the sophistication of the strategies children use to solve arithmetic problems is related to a more basic understanding of number, but they have not examined the relation between number Knowledge in preschool and strategy choices at school entry. Accordingly, the symbolic and nonsymbolic Quantitative Knowledge of 134 children (65 boys) was assessed at the beginning of preschool and in kindergarten, and the sophistication of the strategies they used to solve addition problems was assessed at the beginning of first grade. Using a combination of Bayes and standard regression models, we found that children's understanding of the cardinal value of number words at the beginning of preschool predicted the sophistication of their strategy choices 3 years later, controlling for other factors. The relation between children's early understanding of cardinality and their strategy choices was mediated by their symbolic and nonsymbolic Quantitative Knowledge in kindergarten. The results suggest that sophisticated strategy choices emerge from children's developing understanding of the relations among numbers, in keeping with the overlapping waves model.
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Young children's core symbolic and nonsymbolic Quantitative Knowledge in the prediction of later mathematics achievement.
Developmental psychology, 2016Co-Authors: David C. Geary, Kristy VanmarleAbstract:At the beginning of preschool (M = 46 months of age), 197 (94 boys) children were administered tasks that assessed a suite of nonsymbolic and symbolic Quantitative competencies as well as their executive functions, verbal and nonverbal intelligence, preliteracy skills, and their parents' education level. The children's mathematics achievement was assessed at the end of preschool (M = 64 months). We used a series of Bayesian and standard regression analyses to winnow this broad set of competencies down to the core subset of Quantitative skills that predict later mathematics achievement, controlling other factors. This Knowledge included children's fluency in reciting the counting string, their understanding of the cardinal value of number words, and recognition of Arabic numerals, as well as their sensitivity to the relative quantity of 2 collections of objects. The results inform theoretical models of the foundations of children's early Quantitative development and have practical implications for the design of early interventions for children at risk for poor long-term mathematics achievement. (PsycINFO Database Record
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Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities.
Frontiers in psychology, 2016Co-Authors: Felicia W. Chu, Kristy Vanmarle, David C. GearyAbstract:At the beginning of preschool, we assessed a broad range of Quantitative abilities for 100 (43 boys) children, as well as their preliteracy Knowledge, intelligence, executive functions, and parental educational background. Mathematics achievement was assessed at the end of each of two years of preschool and at the end of kindergarten, and word reading achievement was also assessed at the end of kindergarten. We identified the core Quantitative competencies, such as children’s understanding of the cardinal value of number words, that predict later achievement, the domain-general abilities that predicted growth in these competencies across two years of preschool, and the domain-general and domain-specific abilities that predicted mathematics achievement growth across the preschool years. We also identified similarities in the early domain-general abilities and differences in the domain-specific Knowledge that predict mathematics and word reading achievement at the end of kindergarten.
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Development and Measurement of Preschoolers’ Quantitative Knowledge
Mathematical Thinking and Learning, 2015Co-Authors: David C. GearyAbstract:The collection of studies in this special issue make an important contribution to our understanding and measurement of the core cognitive and noncognitive factors that influence children’s emerging Quantitative competencies. The studies also illustrate how the field has matured, from a time when the Quantitative competencies of infants and young children were studied in isolation of other cognitive abilities or social contexts. The studies illustrate how the basic Knowledge gleaned from this early research can now be situated within the home environment, integrated with language development, and as related to children’s preparation for learning formal mathematics in school.
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Acuity of the approximate number system and preschoolers’ Quantitative development.
Developmental science, 2014Co-Authors: Kristy Van Marle, Felicia W. Chu, David C. GearyAbstract:The study assessed the relations among acuity of the inherent approximate number system (ANS), performance on measures of symbolic Quantitative Knowledge, and mathematics achievement for a sample of 138 (64 boys) preschoolers. The Weber fraction (a measure of ANS acuity) and associated task accuracy were significantly correlated with mathematics achievement following one year of preschool, and predicted performance on measures of children’s explicit Knowledge of Arabic numerals, number words, and cardinal value, controlling for age, sex, parental education, intelligence, executive control, and preliteracy Knowledge. The relation between ANS acuity, as measured by the Weber fraction and task accuracy, and mathematics achievement was fully mediated by children’s performance on the symbolic Quantitative tasks, with Knowledge of cardinal value emerging as a particularly important mediator. The overall pattern suggests that ANS acuity facilitates the early learning of symbolic Quantitative Knowledge and indirectly influences mathematics achievement through this Knowledge.
Shinro Takai - One of the best experts on this subject based on the ideXlab platform.
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Quantitative Knowledge on Medial Capsule and Deep MCL on Tibias for Preventing MCL Damage During UKA
Journal of Bone and Joint Surgery-british Volume, 2013Co-Authors: S. Matsui, Shinro TakaiAbstract:Quantitative Knowledge on the anatomy of the medial collateral ligament (MCL) is important for preventing MCL damage during unicompartmental knee arthroplasty (UKA). The objective of this study was to Quantitatively determine the morphology of the medial capsule and deep MCL on tibias. METHODS 24 cadaveric human knees (control: 19, OA: 5) were dissected to investigate the deep MCL and capsule anatomy. The specimens were fixed in full extension and this position was maintained during the dissection and morphometric measurements. The distance from the tibial insertion sites of the medial capsule including deep MCL to the medial joint surface were measured at anterior, middle, and posterior sites. Posterior capsule slope and posterior tibia slope to the anterior tibia cortex was also measured. RESULTS In control, the distance from the tibia insertion sites of the medial capsule including deep MCL to the anterior 1/3, middle 1/3, and posterior 1/3 of medial joint surface were 12.5 ± 1.5 mm and 8.0 ± 1.6 mm and 9.4 ± 1.6 mm, respectively. Posterior capsule slope and posterior tibia slope to the anterior tibia cortex were 6.3 ± 3.3 degree and 12.7 ± 2.1 degree, respectively. In OA, the distance from the tibia insertion sites of the medial capsule including deep MCL to the anterior 1/3, middle 1/3, and posterior 1/3 of medial joint surface were 14.0 ± 1.7 mm and 9.6 ± 1.9 mm and 10.8 ± 1.5 mm, respectively. Posterior capsule slope and posterior tibia slope to the anterior tibia cortex were 8.0 ± 3.5 degree and 14.5 ± 2.2 degree, respectively. CONCLUSIONS The morphologic data on the medial capsule and deep MCL may provide useful information for preventing MCL damage during UKA surgical procedure.
S. Matsui - One of the best experts on this subject based on the ideXlab platform.
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Quantitative Knowledge on Medial Capsule and Deep MCL on Tibias for Preventing MCL Damage During UKA
Journal of Bone and Joint Surgery-british Volume, 2013Co-Authors: S. Matsui, Shinro TakaiAbstract:Quantitative Knowledge on the anatomy of the medial collateral ligament (MCL) is important for preventing MCL damage during unicompartmental knee arthroplasty (UKA). The objective of this study was to Quantitatively determine the morphology of the medial capsule and deep MCL on tibias. METHODS 24 cadaveric human knees (control: 19, OA: 5) were dissected to investigate the deep MCL and capsule anatomy. The specimens were fixed in full extension and this position was maintained during the dissection and morphometric measurements. The distance from the tibial insertion sites of the medial capsule including deep MCL to the medial joint surface were measured at anterior, middle, and posterior sites. Posterior capsule slope and posterior tibia slope to the anterior tibia cortex was also measured. RESULTS In control, the distance from the tibia insertion sites of the medial capsule including deep MCL to the anterior 1/3, middle 1/3, and posterior 1/3 of medial joint surface were 12.5 ± 1.5 mm and 8.0 ± 1.6 mm and 9.4 ± 1.6 mm, respectively. Posterior capsule slope and posterior tibia slope to the anterior tibia cortex were 6.3 ± 3.3 degree and 12.7 ± 2.1 degree, respectively. In OA, the distance from the tibia insertion sites of the medial capsule including deep MCL to the anterior 1/3, middle 1/3, and posterior 1/3 of medial joint surface were 14.0 ± 1.7 mm and 9.6 ± 1.9 mm and 10.8 ± 1.5 mm, respectively. Posterior capsule slope and posterior tibia slope to the anterior tibia cortex were 8.0 ± 3.5 degree and 14.5 ± 2.2 degree, respectively. CONCLUSIONS The morphologic data on the medial capsule and deep MCL may provide useful information for preventing MCL damage during UKA surgical procedure.
R.j. Wynne - One of the best experts on this subject based on the ideXlab platform.
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Initial experience in applying qualitative reasoning to process control
Proceedings of the 28th IEEE Conference on Decision and Control, 1Co-Authors: B. Abdulmajid, R.j. WynneAbstract:The application of qualitative reasoning methods to the control of single-input-single-output systems, using the two-coupled-tanks system as an example, is considered. The basic issues are discussed, and the benefits of combining qualitative and domain-specific Quantitative Knowledge is demonstrated. it is shown that a combination of simple qualitative modeling and domain-specific Quantitative Knowledge can mitigate the drawbacks of the basic qualitative controller. The identification of the significant Quantitative parameters and their values requires some experimentation. For the two-tanks problem the trend interval and the practical rate of change of levels have been identified as important parameters in addition to the sample-action interval and the voltage increment. The resulting performance is comparable to that of a proportional-integral-derivative (PID) controller. >
Felicia W. Chu - One of the best experts on this subject based on the ideXlab platform.
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Children's early understanding of number predicts their later problem-solving sophistication in addition.
Journal of experimental child psychology, 2018Co-Authors: Felicia W. Chu, Kristy Vanmarle, Jeffrey N. Rouder, David C. GearyAbstract:Previous studies suggest that the sophistication of the strategies children use to solve arithmetic problems is related to a more basic understanding of number, but they have not examined the relation between number Knowledge in preschool and strategy choices at school entry. Accordingly, the symbolic and nonsymbolic Quantitative Knowledge of 134 children (65 boys) was assessed at the beginning of preschool and in kindergarten, and the sophistication of the strategies they used to solve addition problems was assessed at the beginning of first grade. Using a combination of Bayes and standard regression models, we found that children's understanding of the cardinal value of number words at the beginning of preschool predicted the sophistication of their strategy choices 3 years later, controlling for other factors. The relation between children's early understanding of cardinality and their strategy choices was mediated by their symbolic and nonsymbolic Quantitative Knowledge in kindergarten. The results suggest that sophisticated strategy choices emerge from children's developing understanding of the relations among numbers, in keeping with the overlapping waves model.
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Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities.
Frontiers in psychology, 2016Co-Authors: Felicia W. Chu, Kristy Vanmarle, David C. GearyAbstract:At the beginning of preschool, we assessed a broad range of Quantitative abilities for 100 (43 boys) children, as well as their preliteracy Knowledge, intelligence, executive functions, and parental educational background. Mathematics achievement was assessed at the end of each of two years of preschool and at the end of kindergarten, and word reading achievement was also assessed at the end of kindergarten. We identified the core Quantitative competencies, such as children’s understanding of the cardinal value of number words, that predict later achievement, the domain-general abilities that predicted growth in these competencies across two years of preschool, and the domain-general and domain-specific abilities that predicted mathematics achievement growth across the preschool years. We also identified similarities in the early domain-general abilities and differences in the domain-specific Knowledge that predict mathematics and word reading achievement at the end of kindergarten.
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Acuity of the approximate number system and preschoolers’ Quantitative development.
Developmental science, 2014Co-Authors: Kristy Van Marle, Felicia W. Chu, David C. GearyAbstract:The study assessed the relations among acuity of the inherent approximate number system (ANS), performance on measures of symbolic Quantitative Knowledge, and mathematics achievement for a sample of 138 (64 boys) preschoolers. The Weber fraction (a measure of ANS acuity) and associated task accuracy were significantly correlated with mathematics achievement following one year of preschool, and predicted performance on measures of children’s explicit Knowledge of Arabic numerals, number words, and cardinal value, controlling for age, sex, parental education, intelligence, executive control, and preliteracy Knowledge. The relation between ANS acuity, as measured by the Weber fraction and task accuracy, and mathematics achievement was fully mediated by children’s performance on the symbolic Quantitative tasks, with Knowledge of cardinal value emerging as a particularly important mediator. The overall pattern suggests that ANS acuity facilitates the early learning of symbolic Quantitative Knowledge and indirectly influences mathematics achievement through this Knowledge.
