Developmental Change and Individual Differences in Children's Multiplication
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Age-related change and patterns of individual differences in children's knowledge and skill in multiplication were investigated for students in Grades 4 and 6 (approximately ages 9 and 11, respectively) by examining multiple measures of computational skill, conceptual knowledge, and working memory. Regression analyses revealed that indexes reflecting probability of retrieval and special problem characteristics overshadow other, more general indexes (problem size and frequency of presentation) in predicting solution latencies. Some improvement in the use of conceptual knowledge was evident between Grades 4 and 6, but this change was neither strong nor uniform across tasks. Finally, patterns of individual differences across tasks differed as a function of grade level. The findings have implications for understanding developmental change and individual differences in mathematical cognition.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it