PUBLICATIONS

Articles in journals

Cowan, R., & Carney, D. (in press). Calendrical savants: Exceptionality and practice. Cognition.

Cowan, R., Donlan, C., Newton, E. J., & Lloyd, D. (2005). Number skills and knowledge in children with specific language impairment. Journal of Educational Psychology, 97, 732-744.

Rieffe, C., Meerum Terwogt, M., & Cowan, R. (2005). Children's understanding of mental states as causes of emotions. Infant and Child Development, 14, 259-272.

Rieffe, C., Potharst, E., Meerum Terwogt, M., Begeer, S., Stockmann, L., & Cowan, R. (2005). Expressie van emoties bij hoogfunctionerende kinderen met autisme. Kind en Adolescent, 14, 1-10.

Cowan, R., Stainthorp, R., Kapnogianni, S., & Anastasiou, M. (2004). The development of calendrical skills. Cognitive  Development, 19, 169-178.

Cowan, R. (2004). Be reasonable! See it my way! Psychology of Education Review, 28,

 14-16.

Cowan, R., O'Connor, N., & Samella, K. (2003). The skills and methods of calendrical savants. Intelligence, 31, 51-65.

Cowan, R., O'Connor, N., & Samella, K. (2001). Why and how people of limited intelligence become calendrical calculators. Infancia y Aprendizaje, 93, 53-65.

O'Connor, N., Cowan, R., & Samella, K. (2000). Calendrical calculation and intelligence. Intelligence, 28, 31-48.

Martins-Mourão, A., & Cowan, R. (1998). The emergence of additive composition of number. Educational Psychology, 18, 377- 389.

Cowan, R., Traill, D., & McNaughton, S. (1998).  Homework for primary children: Ideals and reality. Psychology of Education Review, 22, 20-27.

Ewers, J., & Cowan, R.  (1996). Children as apprentices to number.  Early Child Development and Care, 125, 15-25.

Cowan, R., & Renton, M.  (1996). Do they know what they are doing? Children's use of economical addition strategies and knowledge of commutativity.  Educational Psychology, 16, 407-420.

Cowan, R., Dowker, A., Christakis, A., & Bailey, S. (1996). Even more precisely assessing children's understanding of the order-irrelevance principle.  Journal of Experimental Child Psychology, 62, 84-101.

Cowan, R., Al-Zubaidi, A. S., & Foster, C. A. (1993). Encouraging children to count.  British Journal of Developmental Psychology, 11, 411-420.

Cowan, R. & Ogborn, J. (1992).  Assessing adults' knowledge of mechanics: Do science graduates know more than they appear to? British Psychological Society Education Section Review, 16, 48-54.

Cowan, R., Al-Zubaidi, A.S., & Foster, C. A. (1992). What causes children to count? Indian Journal of Psychometry and  Education, 23, 1-8.

Cowan, R., & Sutcliffe, N. B. (1991). What children's temperature predictions reveal of their understanding of temperature. British Journal of Educational Psychology, 61, 300-309.

Cowan, R., & Biddle, S. (1989).  Children's understanding of one-to-one correspondence in the context of sharing. Educational Psychology, 9, 133-140.

Cowan, R., & Daniels, H. (1989).  Children's use of counting and guidelines in judging relative number, British Journal of Educational Psychology, 59, 200-210.

Cowan, R., & Al-Zubaidi, A. S. (1988).  Do children find collection versions of part-whole comparisons easier than class versions? Educational Psychology, 8, 169-176.

Cowan, R. (1987).  Assessing children's understanding of one-to-one correspondence.  British Journal of Developmental Psychology, 5, 149-153.

Cowan, R. (1987).  When do children trust counting as a basis for relative number judgements?  Journal of Experimental Child Psychology, 43, 328-345.

Cowan, R. (1985).  Children's understanding of number: Controversies in understanding children. British Psychological Society Education Section Review, 9, 36-46.

Cowan, R., & Al-Zubaidi, A. S. (1985).  Social context effects on children's performance of number conservation tasks: Plausibility and evidence.  Educational Psychology, 5, 267-278.

Cowan, R. (1984).  Children's relative number judgements: One-to-one correspondence, recognition of noncorrespondence, and the influence of cue conflict.  Journal of Experimental Child Psychology, 38, 515-532.

Worrall, N., & Cowan, R. (1983). Situational biases in teacher impressions.  British Journal of Educational Psychology, 53, 249-252.

Cowan, R. (1982). Children's perception of length. Educational Psychology, 2, 73-77.

Cowan, R. (1979). A reappraisal of the relation between performances of quantitative identity and quantitative equivalence conservation tasks. Journal of Experimental Child Psychology, 28, 68-80.

Cowan, R. (1979). Performance in number conservation tasks as a function of the number of items.  British Journal of Psychology, 70, 77-81.

Chapters in books

Cowan, R. (2003). Does it all add up? Changes in children's knowledge of addition facts, strategies, and principles. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 35-74). Mahwah, NJ: Erlbaum.

Cowan, R. (1993). Memory. In J. M. Ireson (Ed.) Advanced Diploma in Education:  Psychology of Education I: Learning, Cognition and Motivation: Subject Guide, pp 20-26. London: University of London.

Cowan, R. (1993).  Reasoning and problem-solving. In J. M. Ireson (Ed.) Advanced Diploma in Education:  Psychology of Education I: Learning, Cognition and Motivation: Subject Guide, pp 26-28. London: University of London.

Cowan, R. (1993). The development of cognition. In J. M. Ireson (Ed.) Advanced Diploma in Education:  Psychology of Education I: Learning, Cognition and Motivation: Subject Guide, pp 28-30. London: University of London.

Cowan, R. (1993). Moral development and social cognition. In J. M. Ireson (Ed.) Advanced Diploma in Education Psychology of Education I: Learning, Cognition and Motivation: Subject Guide pp 31-34. London: University of London.

Cowan, R. (1991).  The same number.  In K. Durkin and B. Shire (Eds.), Language in Mathematical Education, pp 48-58. Milton Keynes: Open University Press.

Published conference papers

Cowan, R., Donlan, C., Newton, E. J., & Lloyd, D. (2005). Number development compromised by both working memory and linguistic limitations: The case of children with specific language impairment (Abstract). Proceedings of the British Psychological Society, 13, 30-31.

Donlan, C., Cowan, R., Newton, E. J., & Lloyd, D. (2004). Mathematical concepts of children with specific language impairments: How specific and how impaired (Abstract). Proceedings of the British Psychological Society, 12, 102.

Cowan, R., Macdonald, S., & Taylor, L. (2003). See me! Feel me! Touch me! Comparing primary schoolchildren's experiences of historical museum objects (Abstract). Proceedings of the British Psychological Society, 11, 193.

Cowan, R., Anastasiou, M., & Kapnogianni, S. (2002). Two young boys: calendrical calculators but not savants (Abstract). Proceedings of the British Psychological Society, 10, 18.

Cowan, R. (2000). Calendrical calculation: More than a savant skill? (Abstract). Proceedings of the British Psychological Society, 8, 24.

Cowan, R., & O'Connor, N. (2000). Calendrical calculation: Talent or skill? (Abstract). Proceedings of the British Psychological Society, 8, 38.

Cowan, R., & Dowker, A. (1999). The role of verbal counting in preschoolers' understanding of addition and subtraction (Abstract). Proceedings of the British Psychological Society, 7, 96.

Martins-Mourão, A., & Cowan, R. (1997). Precursors of additive composition of number. In E. Pehkonen (Ed.) Proceedings of the 21st Conference for the International Group for the Psychology of Mathematics Education (Vol. 1, p.246). Lahti, Finland: Lahti Research and Training Centre, University of Helsinki.

Cowan, R. (1985). Future cognitive developmental research: Wishful or wishy-washy thinking (Abstract). Bulletin of the British Psychological Society, 38, A16.

Cowan, R. (1983). The man who broke the bank at Monte-Carlo: Ideals and reality (Abstract). .> Bulletin of the British Psychological Society, 36, A27.

Cowan, R. (1983). The development of logical thinking: Going beyond symbolic logic as a model of competence (Abstract). In D. R. Rogers and J. A. Sloboda (Eds.) The acquisition of Symbolic Skills.  London: Plenum. 

Cowan, R. (1981). On what must be - more than just associations? USC-UAP 11th Annual Interdisciplinary International Conference on Piagetian Theory and the Helping Professions, Los Angeles.  (ERIC Document Reproduction Service No. ED 200 909).

Other

Cowan, R. (2005). Reasoning by mathematical induction in children's arithmetic – Smith, L. British Journal of Educational Psychology, 75, 148-150.

Cowan, R., & Donlan, C. (2005, Spring). Why children with language impairments experience difficulty with numeracy. Afasic Abstract, 1-2.

Donlan, C., & Cowan, R. (2004, Spring/Summer). The NumberTalk project: How are children with language difficulties doing in Maths, and what factors are associated with success? Afasic News, 12-13.

Cowan, R., & Hallam, S. (1999). What do we know about homework? (Viewpoint No. 9). London: Institute of Education.

Cowan, R. (1999, January). All publicity is good publicity? (Letter to the editor). The Psychologist, p.9.

Hallam, S., & Cowan, R. (1998, September 18). Discuss: homework is good for you. The Times, p. 48.

Cowan, R. (1997). Children's numbers - Sophian, C. British Journal of Developmental Psychology, 15, 254-255.

Cowan, R. (1992). Report on 2nd International conference on Thinking. Report for London Mental Models group.

Cowan, R. (1992).  How do we learn?  Course 3, Block A, Unit 2 in  Diploma in Distance Education for External Students. Cambridge: International Extension College.

Cowan, R. (1981). The child's understanding of number - Gelman, R, & Gallistel, C.R. Journal of Child Psychology and Psychiatry, 22, 204.

Cowan, R. (1981). Models of Man - Chapman, A. J., & Jones, D. M. Bulletin of the British Psychological Society, 34, 243-244.