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Collins, M. A., & Laski, E. V. (2015). Preschoolers Strategies for Solving Visual Pattern Tasks. Early Childhood Research Quarterly, 32, 204-214.
https://doi.org/10.1016/j.ecresq.2015.04.004

has been cited by the following article:

  • TITLE: Empirical Studies of Patterning

    AUTHORS: Robert Pasnak

    KEYWORDS: Patterning, Sequences, Mathematics, Reading, Literacy, Prealgebra

    JOURNAL NAME: Psychology, Vol.8 No.13, November 30, 2017

    ABSTRACT: Young children have been taught simple sequences of alternating shapes and colors, referred to as “patterning”, for the past half century in the hope that their understanding of prealgebra and their mathematics achievement would be improved. The evidence that such patterning instruction actually improves children’s academic achievement is scanty. However, recent research shows that instruction on more complex patterns produces advances in both mathematics and reading achievement. Patterning instruction should change accordingly. Further research is needed to assess the cognitive mechanisms involved, which children benefit from such instruction, and the patterns that will produce the greatest gains.