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Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics.
Dillon, Moira R; Kannan, Harini; Dean, Joshua T; Spelke, Elizabeth S; Duflo, Esther.
Affiliation
  • Dillon MR; Department of Psychology, Harvard University, Cambridge, MA, USA. mdillon@fas.harvard.edu spelke@wjh.harvard.edu eduflo@mit.edu.
  • Kannan H; Abdul Latif Jameel Poverty Action Lab South Asia, New Delhi, India.
  • Dean JT; Department of Economics, Massachusetts Institute of Technology, Cambridge, MA, USA.
  • Spelke ES; Department of Psychology, Harvard University, Cambridge, MA, USA. mdillon@fas.harvard.edu spelke@wjh.harvard.edu eduflo@mit.edu.
  • Duflo E; Abdul Latif Jameel Poverty Action Lab South Asia, New Delhi, India. mdillon@fas.harvard.edu spelke@wjh.harvard.edu eduflo@mit.edu.
Science ; 357(6346): 47-55, 2017 07 07.
Article in En | MEDLINE | ID: mdl-28684518
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Full text: 1 Database: MEDLINE Main subject: Early Intervention, Educational / Intuition / Mathematical Concepts / Mathematics Type of study: Clinical_trials Limits: Child / Child, preschool / Female / Humans / Male Country/Region as subject: Asia Language: En Journal: Science Year: 2017 Type: Article
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Full text: 1 Database: MEDLINE Main subject: Early Intervention, Educational / Intuition / Mathematical Concepts / Mathematics Type of study: Clinical_trials Limits: Child / Child, preschool / Female / Humans / Male Country/Region as subject: Asia Language: En Journal: Science Year: 2017 Type: Article