Competence in many domains rests on children developing conceptual and procedural
knowledge, as well as procedural flexibility. However, research on the developmental …

Two experiments were conducted to explore the relation between conceptual and
procedural knowledge in the domain of mathematics. The simultaneous activation view …

Interactions between conceptual and procedural knowledge influence the development of
mathematical competencies. However, after decades of research, these interrelations are …

Conceptual change requires learners to restructure parts of their conceptual knowledge
base. Prior research has identified the fragmentation and the integration of knowledge as 2 …

In this Monograph, knowledge acquisition is examined as a process involving the
coordination of existing theories with new evidence. Although researchers studying …

Flexible induction is the adaptation of probabilistic inferences to changing problems. Young
children's flexibility was tested in a word-learning task. Children 3 to 6 years old were told 3 …

Proposes 5 generalizations about existing knowledge, learning, and their interaction and
discusses evidence for these generalizations from research on children's learning, memory …

Four groups of Ss who varied in clinical expertise (12 practicing clinical psychologists, 21
experienced and 24 beginning child counselors, and 20 novice undergraduates) listed the …

Conceptual constraints must change with age if they are to account for children's acquisition
of kinds of knowledge that do not fall within the initial constraints. A bi-directional relation …

Integration of multiple perspectives on the determinants of individual differences in skill
acquisition is provided by examination of a wide array of predictors: ability (spatial, verbal …