Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Age Differences | 1 |
| Elementary School Students | 1 |
| Grade 2 | 1 |
| Grade 4 | 1 |
| Intuition | 1 |
| Kindergarten | 1 |
| Logical Thinking | 1 |
| Problem Solving | 1 |
| Statistical Analysis | 1 |
Source
| Developmental Psychology | 1 |
Author
| Boyer, Ty W. | 1 |
| Levine, Susan C. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 2 | 1 |
| Grade 4 | 1 |
| Intermediate Grades | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkBoyer, Ty W.; Levine, Susan C. – Developmental Psychology, 2015
Recent studies reveal that children can solve proportional reasoning problems presented with continuous amounts that enable intuitive strategies by around 6 years of age but have difficulties with problems presented with discrete units that tend to elicit explicit count-and-match strategies until at least 10 years of age. The current study tests…
Descriptors: Logical Thinking, Problem Solving, Intuition, Kindergarten
