Solving simple arithmetic word problems is a major ability that children must acquire
throughout the primary-grade mathematics curriculum. However, this skill is often …

Solving arithmetic word problems such as “Mary has 25 marbles. She has 5 more marbles
than John. How many marbles does John have?”, in which the relational term (more than) …

This study examined whether individual differences in inhibitory abilities were related to
word problem-solving performance. A sample of 10–11 year-old students (N= 134) were …

Three experiments are reported that examined conceptual negative priming effects in
children 5 to 12 years of age. Experiment 1 used a negative priming variant of a flanker task …

School-aged children erroneously think that 1.45 is larger 1.5 because 45 is larger than 5.
Using a negative priming paradigm, we investigated whether the ability to compare the …

In a series of experiments, we examined the effect of requiring subjects to attend to
distractors in a test of negative priming. This was accomplished by using a referent size …

We investigated priming of analogical problem solutions with true and false memories.
Children and adults were asked to solve nine verbal proportional analogies, three of which …

A major source of errors in decimal magnitude comparison tasks is the inappropriate
application of whole number rules. Specifically, when comparing the magnitude of decimal …

The development of conceptual understanding in arithmetic is a gradual process and
children may make use of a concept in some situations before others. Previous research has …

Four experiments examined the development of negative priming (NP) in 3–5‐year‐old
children using as a measure of children's executive function (EF) the dimensional change …