Extraneous perceptual information interferes with children's acquisition of mathematical knowledge

By Jennifer A. Kaminski, Vladimir M. Sloutsky. 2013

71 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c8240ff4d2c3f6ceb9d6a92744fa27e050887bf7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Daniel M. Belenky
2. Lennart Schalk
3. Manu Kapur

In Experimental and Cognitive Psychology

1. Daniel M. Belenky
2. Lennart Schalk
3. Manu Kapur

In Statistics and Probability

1. Daniel M. Belenky
2. Lennart Schalk

Citations in the corpus

• The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations (2014, background): “Thus, the realistic context “clouded” the interpretation of the abstract mathematical concept and distracted from learning a correct strategy to deal with a specific representation (Kaminski and Sloutsky 2013).”