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European Journal of Developmental Psychology Volume 2, 2005 - Issue 4
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Original Articles

Notational strategies for problem solving in 5- to 7-year-olds

Eduardo Marti Universitat de Barcelona, SpainCorrespondence[email protected]
,
Merce Garcia-Mila Universitat de Barcelona, Spain
&
Ana Teberosky Universitat de Barcelona, Spain
Pages 364-384 | Received 27 Jul 2004, Accepted 22 Aug 2005, Published online: 17 Feb 2007

Citations (7)

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Read on this site (3)

Romina A. Vivaldi & Analía M. Salsa. (2021) When Color Takes Shape: Young Children Use Object Information from Their Own Drawings to Solve a Task. The Journal of Genetic Psychology 182:2, pages 102-115.
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Michelle Eskritt & David Olson. (2012) From Depiction to Notation: How Children use Symbols to Represent Objects and Events. Journal of Cognition and Development 13:2, pages 189-207.
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Eduardo Martí & Merce Garcia-Mila. (2010) Progresos en la diferenciación funcional entre dibujo, escritura y numerales en niños de 4 a 7 años. Studies in Psychology 31:3, pages 339-352.
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Articles from other publishers (4)

María D. Torres, Bárbara M. Brizuela, María C. Cañadas & Antonio Moreno. (2021) Introducing Tables to Second-Grade Elementary Students in an Algebraic Thinking Context. Mathematics 10:1, pages 56.
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Christine Gaux. (2016) Noter la construction d’un objet : comparaison des notations en situation de mémorisation et de communication. Étude chez les enfants âgés de 6 à 11 ans. Bulletin de psychologie Numéro 540:6, pages 455-462.
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Annick Weil-Barais. (2016) Introduction. Bulletin de psychologie Numéro 540:6, pages 435-440.
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Lauren J. Myers & Lynn S. Liben. (2011) Graphic Symbols as “The Mind on Paper”: Links Between Children’s Interpretive Theory of Mind and Symbol Understanding. Child Development 83:1, pages 186-202.
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