Related Experiment Video
Updated: Jun 30, 2026

Modulating Cognition Using Transcranial Direct Current Stimulation of the Cerebellum
Published on: February 15, 2015
Concept-procedure interactions in children's addition and subtraction
1Department of Psychology, University of Melbourne, Melbourne, Vic. 3010, Australia. khc@unimelb.edu.au
Abstract:
A 3-week problem-solving practice phase was used to investigate concept-procedure interactions in children's addition and subtraction. A total of 72 7- and 8-year-olds completed a pretest and posttest in which their accuracy and procedures on randomly ordered problems were recorded along with their reports of using concept-based relations in problem solving and their conceptual explanations. The results revealed that conceptual sequencing of practice problems enhances children's ability to extend their procedural learning to new unpracticed problems. They also showed that well-structured procedural practice leads to improvement in children's ability to verbalize key concepts. Moreover, children's conceptual advances were predicted by their initial procedural skills. These results support an iterative account of the development of basic concepts and key skills in children's addition and subtraction.
Related Concept Videos
Real Number Operations
Piaget's Stage 3 of Cognitive Development
Conservation and Constancy of Quantity
A significant cognitive milestone in the concrete...
Combining Functions
Piaget's Stage 2 of Cognitive Development
Information Processing Approach
Complex Numbers

