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| Question | Answer |
| Who said researchers need to combine group and individual differences research, might find group results are a combination of several strategies each drawing on different systems? | Kosslyn et al. (2002) |
| What are the types of individual difference? | Psychometric, developmental, neuropsychological, cultural, generational, quantitative, qualitative |
| What does mathematical cognition attempt to do? | To understand how we conceptualize and perform mathematical tasks |
| What is at the developmental core of mental arithmertic? | Minimum counting strategy, problem size effect (bigger, longer to respond), 5operant advantage. |
| What did Sieger (1987) find? | Prevalent assumption children count with it, but only 1/3 do, some prefer other methods. |
| Who compared Canadian and Chinese adults on 3 blocks of 100 multiplication problem between 0 and 9 timestable, and what was found? | Lefevre and Lui (1977), and chinese did not show problem size effect |
| What is the difference in language between English and Chinese in terms of numbers? | English is unit driven, Chinese is tens. |
| What did Miura et al. (1988) with distribution of correct counting responses? | American children mostly used units cubes. Asian most used block counts |
| Who replicated Mirua et al. (1988), introducing a block of 20? | Towse and Saxton (1997) |
| What was the results of Towse and Saxton (1997) and explanations? | When 20 block was introduced, most used it. Practice trails of small units might prompt use of units. Prompt condition of using 10 block, dramatically increased likelihood of being used |
| What is the number line task? | Put a number on a line or asked to estimate what number a dash in the line is |
| Who found second grader's number estimates is log relationship, and sixth is linear? | Siegler and Opser (2003) |
| What is the explanation for younger children having a log relationship of number estimation? | Did bigger gaps then ran out of room. |
| Who found the number estimation relationship is linked with mathematical ability? | Booth and Siegler (2006) |
| Who found better number estimation in younger children after training them? | Siegler and Ramani (2009) |
| Who suggested the log relationship of number estimation could be two regression lines? | Ebersbach et al. (2008) |
| Who found US children had log relationship of number estimation, and China was linear? | Siegler and Mu (2008) |
| Who used a matched ability design, comparing scottish and Chinese children on number estimation? And what was found? | Muldoon et al. (2011), and no reliable estimation skill differences between groups, suggesting line estimation not critical in changes in math ability |
| Who did the line estmation task in South American children, not using digits but dots instead? | Dahaene et al. (2008) |
| What were the results of Dahaene et al. (2008)? | 1-10 dots American linear, mundinica log. 1-100, both log. Both logs in tones as well. Suggesting it is a scaling task more than anything |
| What do information-processing models often start with due to individual differences being harder to incorporate? | Single or inflexible modes of descriptions |
| Who said individual differences seen as annoyance over challenge, variation proof of being unsuccessful in controlling it? | Cronbach (1957) |
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