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Child Development Research
Volume 2013, Article ID 216367, 13 pages
http://dx.doi.org/10.1155/2013/216367
Research Article

It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions

1Northwestern University, Evanston, Illinois, IL 60208, USA
2University of Iowa, Iowa City, Iowa, IA 52242, USA
3Vanderbilt University, Nashville, Tennessee, TN 37240, USA
4University of Virginia, Charlottesville, Virginia, VA 22904, USA

Received 31 March 2013; Accepted 22 August 2013

Academic Editor: Jeffrey W. Fagen

Copyright © 2013 David H. Uttal et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Citations to this Article [6 citations]

The following is the list of published articles that have cited the current article.

  • Erin A. Jant, Catherine A. Haden, David H. Uttal, and Elizabeth Babcock, “Conversation and Object Manipulation Influence Children's Learning in a Museum,” Child Development, vol. 85, no. 5, pp. 2029–2045, 2014. View at Publisher · View at Google Scholar
  • Youjeong Park, and Marianella Casasola, “Plain or decorated? Object visual features matter in infant spatial categorization,” Journal of Experimental Child Psychology, vol. 140, pp. 105–119, 2015. View at Publisher · View at Google Scholar
  • Kelly S. Mix, Linda B. Smith, Jerri DaSha Stockton, Yi-Ling Cheng, and Justin A. Barterian, “Grounding the Symbols for Place Value: Evidence From Training and Long-Term Exposure to Base-10 Models,” Journal of Cognition and Development, pp. 1–23, 2016. View at Publisher · View at Google Scholar
  • Youjeong Park, and Marianella Casasola, “The impact of object type on the spatial analogies in Korean preschoolers,” Cognitive Psychology, vol. 94, pp. 53–66, 2017. View at Publisher · View at Google Scholar
  • Pirko Tõugu, Maria Marcus, Catherine A. Haden, and David H. Uttal, “Connecting play experiences and engineering learning in a children's museum,” Journal of Applied Developmental Psychology, vol. 53, pp. 10–19, 2017. View at Publisher · View at Google Scholar
  • Eliane S. Wiese, and Kenneth R. Koedinger, “Designing Grounded Feedback: Criteria for Using Linked Representations to Support Learning of Abstract Symbols,” International Journal of Artificial Intelligence in Education, 2017. View at Publisher · View at Google Scholar