ABSTRACT When children start to learn to read English, they benefit from learning grapheme–phonem... more ABSTRACT When children start to learn to read English, they benefit from learning grapheme–phoneme correspondences. As they become more skilled, they use larger graphophonic units and morphemes in word recognition and spelling. We hypothesized that these 2 types of units in decoding make independent contributions to children's reading comprehension and fluency and that the use of morphological units is the stronger predictor of both measures. In a longitudinal study with a large sample in the United Kingdom, we tested through multiple regressions the contributions that these different units make to the prediction of reading competence (reading comprehension and fluency). The predictors were measured when the children were aged 8–9 years. Reading comprehension and rate were measured concurrently, and reading list fluency was measured at 12 and 13 years. After controlling for age and verbal IQ, the children's use of larger graphophonic units and their use of morphemes in reading and spelling made independent contributions to predicting their reading comprehension and reading fluency. The use of morphemes was the stronger predictor in all analyses. Thus, teaching that promotes the development of these different ways of reading and spelling words should be included in policy and practice. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A fundamental question in developmental science is how brains with and without language compute n... more A fundamental question in developmental science is how brains with and without language compute numbers. Measuring young children's verbal reactions in France (Paris) and in England (Oxford), here we show that, although there is a general arithmetic ability for small numbers that is shared by monkeys and preverbal infants, the development of such initial knowledge in humans follows specific performance patterns, depending on what language the children speak.
Several current spelling models suggest that children cannot have any knowledge of orthographic f... more Several current spelling models suggest that children cannot have any knowledge of orthographic form before they have acquired knowledge about orthographic function. We evaluated this proposition by using an orthographic choice task to inspect Finnish schoolchildren's knowledge of two aspects of consonant doublet use: the allowed doublet position (an aspect of orthographic form) and the type of phonemic information they represent (an aspect of orthographic function). The results challenged the view of the existing spelling models, since they showed that already at the beginning of the first school year children possessed formal knowledge of doublet use and knew that word-initial doublets are not allowed. However, these children were ignorant of the function of doublets, i.e. that they stand for long consonants.
In this presentation, I consider the origins and the extent of children’s understanding of the in... more In this presentation, I consider the origins and the extent of children’s understanding of the inverse relation between addition and subtraction. I argue that this understanding might have its origins in children’s informal experiences with physical matter but I also show that it is possible to improve children’s grasp of inversion through teaching. I also show that his teaching has beneficial effects on children’s solutions to sophisticated word problems in which the arithmetical operation that is need for the solution is not immediately obvious.
Partindo do princípio que o vocabulário das crianças é fundamental para a comunicação e a compree... more Partindo do princípio que o vocabulário das crianças é fundamental para a comunicação e a compreensão de textos escritos e para o sucesso escolar como um todo, este trabalho visa estudar um dos factores cognitivos que podem influenciar a aprendizagem de vocabulário pelas crianças – concretamente, a consciência morfológica. Os autores crêem que este conhecimento pode ser crucial para o desenvolvimento de métodos de promoção do desenvolvimento do vocabulário das crianças. O estudo que aqui se reporta demonstra que a consciência morfológica contribui para a capacidade de memorização de histórias e estímulos escritos, muito para além do papel que pode atribuir-se, nessa capacidade, às competências fonológicas dos indivíduos. A investigação conclui pela mais valia do desenvolvimento de competências morfológicas das crianças, mais ainda que as análogas competências em ortografia, como forma de promoção do alargamento do seu vocabulário.
Dans les desinences du grec, la graphie du son-voyelle /i/ depend du statut morphologique du mot ... more Dans les desinences du grec, la graphie du son-voyelle /i/ depend du statut morphologique du mot concerne ; aucune regle morphologique ne determine en revanche la graphie correcte de ce phoneme dans les racines des mots. Nous rapportons ici une etude longitudinale d’une duree de 13 mois qui a consiste a analyser les graphies du phoneme /i/ produites par 105 enfants grecs auxquels on a demande d’ecrire la racine et la flexion de mots et de pseudo-mots contenant le phoneme /i/. D’une facon generale, ces enfants ont mieux reussi a ecrire les mots dont la graphie correcte du phoneme etait une lettre unique (‘ι’ et ‘η’) et moins bien ceux qui s’ecrivaient avec un digraphe (‘eι’ et ‘οι’). Il en resulte que l’apprentissage par cœur, mais egalement l’apprentissage par regle morphologique, contribuent a la production des graphies correctes ‘ι’, ‘η’, ‘eι’ et ‘οι’.
Canadian Journal of Psychology/Revue canadienne de psychologie
Page 1. THE UNDERSTANDING OF INVARIANCE BY VERY YOUNG CHILDREN PE BRYANT Department of Experiment... more Page 1. THE UNDERSTANDING OF INVARIANCE BY VERY YOUNG CHILDREN PE BRYANT Department of Experimental Psychology Oxford University ABSTRACT Three experiments were designed to examine the suggestion ...
Em Teia Revista De Educacao Matematica E Tecnologica Iberoamericana, 2011
There is general agreement today that students should leave school with a good grasp of all the b... more There is general agreement today that students should leave school with a good grasp of all the basic mathematical ideas about how to deal with uncertainty. As adults, they will have to make important decisions about the probability of certain events and about the risk of a wide range of dangers. The understanding of uncertainty also plays a central role in modern science. Many scientific discoveries of great importance would have been impossible if scientists had only conceived of the world in terms of certainty. In many situations studied by scientists, and most certainly in all situations studied in social sciences, researchers can at best identify and measure imperfect associations between variables. This paper summarises research about understanding correlations, which assess whether, how variables and the degree to which variables show a mutual association. The cognitive demands of understanding these associations are analysed and a brief review of the literature is presented.
Magali Bovet’s main point is that people take to training experiments for a variety of reasons an... more Magali Bovet’s main point is that people take to training experiments for a variety of reasons and with a number of different aims. She argues that we ought to classify these experiments into different types and she surely is right.
The first mathematical experiences that children have are with concrete objects. They count the b... more The first mathematical experiences that children have are with concrete objects. They count the buses going by or the steps that they are climbing (Nunes and Bryant, 1996). They share sweets, more or less fairly, between themselves (Frydman and Bryant, 1988; Miller, 1984). ...
Success and growth usually go together in academic life. We are used to seeing people and money p... more Success and growth usually go together in academic life. We are used to seeing people and money pouring into subjects which seem to be going well. We are so used to it that we easily forget that sometimes success might have the opposite result. It can on occasions lead to a subject’s diminution, even to its curtailment.
and gained a PhD from the Unversity of London. *** Researchers of the project "O papel da consciê... more and gained a PhD from the Unversity of London. *** Researchers of the project "O papel da consciência na aprendizagem da matemática" (The role of awareness in the learning of mathematics), fi nanced by the Economic and Social Research Council Teaching and Learning Research Project.
A mixed methods study investigated the role of self-regulation in entrepreneurial decision-making... more A mixed methods study investigated the role of self-regulation in entrepreneurial decision-making, including the significance of learning in relation to those processes. Findings from survey data measuring three existing self-regulatory constructs—regulatory pride, entrepreneurial self-efficacy, and metacognitive aware - ness—suggest that entrepreneurs are distinguished from other managers by a distinctive pattern of self-regulation. Prior studies suggest that such a pattern of self-regulation is strongly related to effective use of intuition, heuristics, and learning processes. Fur - thermore, when analysed in combination with interview data, the results suggest a strong relationship between self-regulation and prior learning experiences in decision-making. At the same time, educational research has shown that self-regulatory skills are critical for achieving learning outcomes and that those skills can be enhanced by appropriate interventions. Consequently, the findings suggest that entrepreneurial education and train - ing can be enhanced by incorporating techniques that improve a range of self-regulatory skills.
O presente estudo investiga as habilidades de consciencia fonologica entre sujeitos repentistas e... more O presente estudo investiga as habilidades de consciencia fonologica entre sujeitos repentistas e nao-repentistas. Num estudo anterior nesta mesma area Roazzi, Dowker & Bryant (no prelo) encontraram uma habilidade superior dos repentistas em produzirem rimas em relacao aos nao-repentistas; alem de apresentarem uma velocidade superior na producao da primeira rima. Ao contrario, na tarefa de consciencia fonologica – adicao e subtracao de fonemas – os dois grupos de sujeitos nao diferiram de modo significativo. A partir desses resultados, os autores concluiram que as habilidades dos repentistas parecem ser, ao mesmo tempo, altamente desenvolvidas e especializadas, corroborando o ponto de vista de que possa haver dissociacoes entre rima e algumas outras habilidades linguisticas como a segmentacao fonologica. Ao se interpretar essa falta de diferencas em uma tarefa de consciencia fonologica e necessario algum cuidado, porque um efeito de quase-teto pode ter obscurecido as reais diferencas entre os dois grupos. Procurando controlar esse efeito teto na tarefa de consciencia fonologica, neste estudo sujeitos repentistas e nao-repentistas foram avaliados em uma serie de tarefas deste tipo com diferentes niveis de dificuldade. Os resultados mostram que as diferencas entre repentistas e nao-repentistas aparecem somente nas tarefas de consciencia fonologica que envolvem analises fonemicas e que envolvem, de certa forma, a parte final da palavra. No final sao discutidas as possiveis explicacoes destes resultados para uma melhor compreensao das pesquisas nesta area.
ABSTRACT When children start to learn to read English, they benefit from learning grapheme–phonem... more ABSTRACT When children start to learn to read English, they benefit from learning grapheme–phoneme correspondences. As they become more skilled, they use larger graphophonic units and morphemes in word recognition and spelling. We hypothesized that these 2 types of units in decoding make independent contributions to children's reading comprehension and fluency and that the use of morphological units is the stronger predictor of both measures. In a longitudinal study with a large sample in the United Kingdom, we tested through multiple regressions the contributions that these different units make to the prediction of reading competence (reading comprehension and fluency). The predictors were measured when the children were aged 8–9 years. Reading comprehension and rate were measured concurrently, and reading list fluency was measured at 12 and 13 years. After controlling for age and verbal IQ, the children's use of larger graphophonic units and their use of morphemes in reading and spelling made independent contributions to predicting their reading comprehension and reading fluency. The use of morphemes was the stronger predictor in all analyses. Thus, teaching that promotes the development of these different ways of reading and spelling words should be included in policy and practice. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A fundamental question in developmental science is how brains with and without language compute n... more A fundamental question in developmental science is how brains with and without language compute numbers. Measuring young children's verbal reactions in France (Paris) and in England (Oxford), here we show that, although there is a general arithmetic ability for small numbers that is shared by monkeys and preverbal infants, the development of such initial knowledge in humans follows specific performance patterns, depending on what language the children speak.
Several current spelling models suggest that children cannot have any knowledge of orthographic f... more Several current spelling models suggest that children cannot have any knowledge of orthographic form before they have acquired knowledge about orthographic function. We evaluated this proposition by using an orthographic choice task to inspect Finnish schoolchildren's knowledge of two aspects of consonant doublet use: the allowed doublet position (an aspect of orthographic form) and the type of phonemic information they represent (an aspect of orthographic function). The results challenged the view of the existing spelling models, since they showed that already at the beginning of the first school year children possessed formal knowledge of doublet use and knew that word-initial doublets are not allowed. However, these children were ignorant of the function of doublets, i.e. that they stand for long consonants.
In this presentation, I consider the origins and the extent of children’s understanding of the in... more In this presentation, I consider the origins and the extent of children’s understanding of the inverse relation between addition and subtraction. I argue that this understanding might have its origins in children’s informal experiences with physical matter but I also show that it is possible to improve children’s grasp of inversion through teaching. I also show that his teaching has beneficial effects on children’s solutions to sophisticated word problems in which the arithmetical operation that is need for the solution is not immediately obvious.
Partindo do princípio que o vocabulário das crianças é fundamental para a comunicação e a compree... more Partindo do princípio que o vocabulário das crianças é fundamental para a comunicação e a compreensão de textos escritos e para o sucesso escolar como um todo, este trabalho visa estudar um dos factores cognitivos que podem influenciar a aprendizagem de vocabulário pelas crianças – concretamente, a consciência morfológica. Os autores crêem que este conhecimento pode ser crucial para o desenvolvimento de métodos de promoção do desenvolvimento do vocabulário das crianças. O estudo que aqui se reporta demonstra que a consciência morfológica contribui para a capacidade de memorização de histórias e estímulos escritos, muito para além do papel que pode atribuir-se, nessa capacidade, às competências fonológicas dos indivíduos. A investigação conclui pela mais valia do desenvolvimento de competências morfológicas das crianças, mais ainda que as análogas competências em ortografia, como forma de promoção do alargamento do seu vocabulário.
Dans les desinences du grec, la graphie du son-voyelle /i/ depend du statut morphologique du mot ... more Dans les desinences du grec, la graphie du son-voyelle /i/ depend du statut morphologique du mot concerne ; aucune regle morphologique ne determine en revanche la graphie correcte de ce phoneme dans les racines des mots. Nous rapportons ici une etude longitudinale d’une duree de 13 mois qui a consiste a analyser les graphies du phoneme /i/ produites par 105 enfants grecs auxquels on a demande d’ecrire la racine et la flexion de mots et de pseudo-mots contenant le phoneme /i/. D’une facon generale, ces enfants ont mieux reussi a ecrire les mots dont la graphie correcte du phoneme etait une lettre unique (‘ι’ et ‘η’) et moins bien ceux qui s’ecrivaient avec un digraphe (‘eι’ et ‘οι’). Il en resulte que l’apprentissage par cœur, mais egalement l’apprentissage par regle morphologique, contribuent a la production des graphies correctes ‘ι’, ‘η’, ‘eι’ et ‘οι’.
Canadian Journal of Psychology/Revue canadienne de psychologie
Page 1. THE UNDERSTANDING OF INVARIANCE BY VERY YOUNG CHILDREN PE BRYANT Department of Experiment... more Page 1. THE UNDERSTANDING OF INVARIANCE BY VERY YOUNG CHILDREN PE BRYANT Department of Experimental Psychology Oxford University ABSTRACT Three experiments were designed to examine the suggestion ...
Em Teia Revista De Educacao Matematica E Tecnologica Iberoamericana, 2011
There is general agreement today that students should leave school with a good grasp of all the b... more There is general agreement today that students should leave school with a good grasp of all the basic mathematical ideas about how to deal with uncertainty. As adults, they will have to make important decisions about the probability of certain events and about the risk of a wide range of dangers. The understanding of uncertainty also plays a central role in modern science. Many scientific discoveries of great importance would have been impossible if scientists had only conceived of the world in terms of certainty. In many situations studied by scientists, and most certainly in all situations studied in social sciences, researchers can at best identify and measure imperfect associations between variables. This paper summarises research about understanding correlations, which assess whether, how variables and the degree to which variables show a mutual association. The cognitive demands of understanding these associations are analysed and a brief review of the literature is presented.
Magali Bovet’s main point is that people take to training experiments for a variety of reasons an... more Magali Bovet’s main point is that people take to training experiments for a variety of reasons and with a number of different aims. She argues that we ought to classify these experiments into different types and she surely is right.
The first mathematical experiences that children have are with concrete objects. They count the b... more The first mathematical experiences that children have are with concrete objects. They count the buses going by or the steps that they are climbing (Nunes and Bryant, 1996). They share sweets, more or less fairly, between themselves (Frydman and Bryant, 1988; Miller, 1984). ...
Success and growth usually go together in academic life. We are used to seeing people and money p... more Success and growth usually go together in academic life. We are used to seeing people and money pouring into subjects which seem to be going well. We are so used to it that we easily forget that sometimes success might have the opposite result. It can on occasions lead to a subject’s diminution, even to its curtailment.
and gained a PhD from the Unversity of London. *** Researchers of the project "O papel da consciê... more and gained a PhD from the Unversity of London. *** Researchers of the project "O papel da consciência na aprendizagem da matemática" (The role of awareness in the learning of mathematics), fi nanced by the Economic and Social Research Council Teaching and Learning Research Project.
A mixed methods study investigated the role of self-regulation in entrepreneurial decision-making... more A mixed methods study investigated the role of self-regulation in entrepreneurial decision-making, including the significance of learning in relation to those processes. Findings from survey data measuring three existing self-regulatory constructs—regulatory pride, entrepreneurial self-efficacy, and metacognitive aware - ness—suggest that entrepreneurs are distinguished from other managers by a distinctive pattern of self-regulation. Prior studies suggest that such a pattern of self-regulation is strongly related to effective use of intuition, heuristics, and learning processes. Fur - thermore, when analysed in combination with interview data, the results suggest a strong relationship between self-regulation and prior learning experiences in decision-making. At the same time, educational research has shown that self-regulatory skills are critical for achieving learning outcomes and that those skills can be enhanced by appropriate interventions. Consequently, the findings suggest that entrepreneurial education and train - ing can be enhanced by incorporating techniques that improve a range of self-regulatory skills.
O presente estudo investiga as habilidades de consciencia fonologica entre sujeitos repentistas e... more O presente estudo investiga as habilidades de consciencia fonologica entre sujeitos repentistas e nao-repentistas. Num estudo anterior nesta mesma area Roazzi, Dowker & Bryant (no prelo) encontraram uma habilidade superior dos repentistas em produzirem rimas em relacao aos nao-repentistas; alem de apresentarem uma velocidade superior na producao da primeira rima. Ao contrario, na tarefa de consciencia fonologica – adicao e subtracao de fonemas – os dois grupos de sujeitos nao diferiram de modo significativo. A partir desses resultados, os autores concluiram que as habilidades dos repentistas parecem ser, ao mesmo tempo, altamente desenvolvidas e especializadas, corroborando o ponto de vista de que possa haver dissociacoes entre rima e algumas outras habilidades linguisticas como a segmentacao fonologica. Ao se interpretar essa falta de diferencas em uma tarefa de consciencia fonologica e necessario algum cuidado, porque um efeito de quase-teto pode ter obscurecido as reais diferencas entre os dois grupos. Procurando controlar esse efeito teto na tarefa de consciencia fonologica, neste estudo sujeitos repentistas e nao-repentistas foram avaliados em uma serie de tarefas deste tipo com diferentes niveis de dificuldade. Os resultados mostram que as diferencas entre repentistas e nao-repentistas aparecem somente nas tarefas de consciencia fonologica que envolvem analises fonemicas e que envolvem, de certa forma, a parte final da palavra. No final sao discutidas as possiveis explicacoes destes resultados para uma melhor compreensao das pesquisas nesta area.
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