Ashli-Ann Douglas
Vanderbilt University
Empirical researchVariety (cybernetics)Developmental psychologyCognitive developmentMathematics educationSocioeconomic statusEarly numeracyPattern recognition (psychology)PsychologyIntelligence quotientShort-term memoryCognitive psychologyConceptual model (computer science)Working memoryRepetition (rhetorical device)Knowledge levelTraining (civil)Space (commercial competition)Spatial abilityContext (language use)Session (computer science)Additional researchMathematics instructionMathematical developmentAcademic supportEarly numberSchool readinessPrior learningPredictor variablesPre kindergartenParent supportSequence learningCurriculumNumeracyCognitive neuroscience of visual object recognition
9Publications
1H-index
7Citations
Publications 6
Newest
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#1Erica L. Zippert (Vandy: Vanderbilt University)H-Index: 6
#2Ashli-Ann Douglas (Vandy: Vanderbilt University)H-Index: 1
Last. Bethany Rittle-Johnson (Vandy: Vanderbilt University)H-Index: 39
view all 3 authors...
Abstract Both recent evidence and research-based early mathematics curricula indicate that repeating patterns—predictable sequences that follow a rule—are a topic of major importance for mathematics development. The purpose of the current study was to help build a theory for how early repeating patterning knowledge contributes to early math development, focusing on development in children aged 4–6 years. The current study examined the relation between 65 preschool children’s repeating patterning...
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#1Erica L. Zippert (Vandy: Vanderbilt University)H-Index: 6
#2Ashli-Ann Douglas (Vandy: Vanderbilt University)H-Index: 1
Last. Bethany Rittle-Johnson (Vandy: Vanderbilt University)H-Index: 39
view all 4 authors...
Abstract The current study broadens our understanding of preschoolers’ early math experiences with parents, recognizing that math knowledge and experiences are inclusive of numeracy as well as non-numeracy domains. Parents and preschoolers (N = 45) were observed exploring three domains of early mathematics knowledge (i.e., number, space, and pattern) during play in three activities (playing cards, building with blocks, and stringing beads, all with activity suggestions). Children were administer...
5 CitationsSource
#1Erica L. ZippertH-Index: 6
Last. Bethany Rittle-JohnsonH-Index: 39
view all 3 authors...
Source
#1Ashli-Ann Douglas (Vandy: Vanderbilt University)H-Index: 1
#2Erica L. ZippertH-Index: 6
Last. Bethany Rittle-JohnsonH-Index: 39
view all 3 authors...
The goal of the study was to examine how the type of informal number activity in which parents and their preschoolers engage and parents’ math-related beliefs relate to parent-child exploration of an advanced early number concept. Parents and their preschoolers (n = 46) engaged in a videotaped play session and parents were surveyed about their math-related beliefs. The findings indicate that the type of informal number activity that parents chose to play with their children predicted how frequen...
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