Ruiling Chen, Lirui Zhang
On Chinese learning strategies of learners from Central Asian countries: an analysis of gender, age, and learning duration effects
Frontiers in psychology
data presented 315 elementary schoolaged children k11 took biber cognitive estimation test 20item test five estimation questions four domains quantity timeduration weight distancelength performance showed significant development yearly around age nine years much slower development subsequently gender effects found age fund knowledge correlated overall test performance fund information accounted large proportion variance estimation skills children 8 years children 9 years older since estimation skills require retrieval manipulation relevant knowledge inhibition impulsive responding necessary many everyday tasks anticipated test may provide useful measure judgment estimations may correlate executive skills schoolaged children