Cognitive Development Research

Cognitive Development Research



Cognitive Development Research

W1- Skill Formation and the Economics of Investing in Disadvantaged Children

In the article, Heckman asserts that it is imperative to invest in underprivileged young children at premature interventions since it will enable them to gain significant payoffs rather than investing in them during their later years.


Based on the journal, there are certain questions that require discussion. These questions considerably center on the theme. Foremost, apart from factoring in environmental influences, is it imperative to consider genetics as another factor that affects the output of later interventions performed on disadvantaged children at their later years? (Heckman, 2006, p.1900). Secondly, is it accurate to suggest that schools do not play a major role in achieving inequality within the performances of students? (Heckman, 2006, p.1901).

W2- Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes

Jordan, Kaplan, Ramineni and Locuniak surmise that early number competences among children play a significant role in positioning the learning curves in Mathematics based on the correlation such competences possess with achievement in the subject.


In the article, it is imperative to provide questions concerning the theme discussed by the author for critical purposes. Firstly, is there another measure, apart from numerical competence, that is suitable for establishing the capability to solve mathematical computations? (Jordan et al, 852) Secondly, is there a relationship between the socio-economic background of a child and his or her performance based on number competence? (Jordan et al, 862).

W3- Core Systems of Number

Feigenson, Dehaene and Spelke claim that numbers usually progress from simplicity to difficulty based on the progression from infancy to adulthood.


In accordance with the article, certain questions are significant for discussion. Foremost, how is it possible to determine that infants, children and adults possess a common framework of numerical core systems? (Feigenson, Dehaene & Spelke, 2004, 309). Secondly, is it accurate to suggest that the genetic development of the brain during the different stages of a distinct individual affects the manner in which individuals perform mathematical computations? (Feigenson, Dehaene & Spelke, 2004, 309).

W4- Addition and Subtraction by Human Infants

Wynn claims that human beings possess real arithmetic capabilities supported by innate mathematical concepts evident during the infancy stage.


With respect to the journal, definite questions are important for ensuring a discourse on the theory. Firstly, how is it possible for infants to generate mathematical computations such as addition and subtraction without possessing adequate numerical competences? (Wynn, 1992, 749). Secondly, is it probable to determine how infants have different expectations concerning numerical change and its variability? (Wynn, 1992, 749-750).

W5- Individual Differences in Non-Verbal Number Acuity Correlate With Maths Achievement

Halberda, Mazzocco & Feigenson claim that there is a correlation between personal disparities in the accomplishment of mathematics and the differences evident within the perception of an unschooled estimated numerical sense.


Foremost, does the numerical sense perception affect learning in mathematics in the later stages of an individual? (Halberda, Mazzocco & Feigenson, 2008, 2). Subsequently, do personal disparities within numerical sense acuity foresee the differences in symbolic maths achievement? (Halberda, Mazzocco & Feigenson, 2008, 3)

W6- How Counting Leads to Children’s First Representations of Exact, Large Numbers

Sarnecka, Goldman & Slusser allege that children create a way of mentally modeling exact, large numbers when they establish a comprehension of counting.


Firstly, how is it possible to determine the adequacy of the number-knower levels structure in establishing a significant understanding of counting? (Sarnecka, Goldman & Slusser, 2012, 10).  Secondly, is it accurate to assert that counting and approximation produce proportioned error patterns without including the effect of learning difficulties within the child? (Sarnecka, Goldman & Slusser, 2012, 11)

W7- A Number of Options: Rationalist, Constructivist, and Bayesian Insights into the Development of Exact-Number Concepts

Sarnecka and Negen support that children possess abstract numerical concepts based on the rationalist approach it provides towards this argument.


First, in comparison with the Bayesian and Constructivist theories, is it possible to assert that the Rationalist approach provides a considerably suitable way of explaining the development of exact-number concepts in humans and animals? (Sarnecka & Negen, 242-243). Following this, is it difficult to elucidate how children infer the progression of numbers in linearity? (Sarnecka & Negen, 262).

W8- Find the Picture of Eight Turtles: a Link between Children’s Counting and their Knowledge of Number-Word Semantics

Slusser & Sarnecka claim that children become capable of associating numerosity with number words when they develop a complete understanding of counting.


Foremost, is the cardinality principle enough to determine the capability of children seeing higher number words while denoting numerosity? (Slusser & Sarnecka, 2011, 6). Secondly, do children comprehend numerosity before discovering the cardinality tenet or do they inherently possess it or understand it after finding out the cardinality principle? (Slusser & Sarnecka, 2011, 8).


Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307-314.

Halberda, J., Mazzocco, M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455(7213), 665-668.

Heckman, J. J. (2006). Skill Formation and the Economics of Investing in Disadvantaged Children. Science, 312(5782), 1900-1902.

Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850-867.

Sarnecka, W. B., & Negen, J. (2012). A number of options: rationalist, constructivist, and Bayesian insights into the development of exact-number concepts. In F. Xu, T. Kushnir & J. B. Benson (Eds.), Advances in child development and behavior: Rational constructivism in cognitive development (pp.237-268): New York, NY: Elsevier.

Sarnecka, W. B., & Slusser, B. E. (2011). Find the picture of eight turtles: A link between children’s counting and their knowledge of number-word semantics. Journal of Experimental Child Psychology, 110(1), 1-31.

Sarnecka, W. B., Goldman, C. M., & Slusser, B. E. (2012). How counting leads to children’s first representations of exact, large numbers. University of California, Irvine.

Wynn, K. (1992). Addition and subtraction by human infants. Nature, 358(6389), 749-750.

How to place an order?

Take a few steps to place an order on our site:

  • Fill out the form and state the deadline.
  • Calculate the price of your order and pay for it with your credit card.
  • When the order is placed, we select a suitable writer to complete it based on your requirements.
  • Stay in contact with the writer and discuss vital details of research.
  • Download a preview of the research paper. Satisfied with the outcome? Press “Approve.”

Feel secure when using our service

It's important for every customer to feel safe. Thus, at Supreme Assignments, we take care of your security.

Financial security You can safely pay for your order using secure payment systems.
Personal security Any personal information about our customers is private. No other person can get access to it.
Academic security To deliver no-plagiarism samples, we use a specially-designed software to check every finished paper.
Web security This website is protected from illegal breaks. We constantly update our privacy management.

Get assistance with placing your order. Clarify any questions about our services. Contact our support team. They are available 24\7.

Still thinking about where to hire experienced authors and how to boost your grades? Place your order on our website and get help with any paper you need. We’ll meet your expectations.

Order now Get a quote