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Article de revue:
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ID no. (ISBN etc.): 0022-0965
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Clé de citation BibTeX: Hamann1985
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Hamann, M. S., & Ashcraft, M. H. (1985). Simple and complex mental addition across development. Journal of Experimental Child Psychology, 40(1), p. p49–72.
Ajoutée par: Sterenn Audo 2007-12-10 12:22:44 Dernièrement modifiée par: Sterenn Audo 2008-01-14 16:37:21
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Résumé
Examined the relationship between declarative and procedural knowledge by timing 52 students in Grades 1, 4, 7, and 10 as they solved simple and complex addition problems. Ss were then presented similar problems in an untimed interview. A manipulation of confusion between addition and multiplication, in which multiplication answers were given to addition problems (i.e., 3 + 4 = 12), revealed evidence for the hypothesized interrelatedness of these operations in memory only in 10th graders. Overall results suggest a strong reliance on memory retrieval, even in the 1st-grade group, with discernible time differences when procedural knowledge of carrying is required for problem solution. Findings are consistent with a fact retrieval model that invokes explicit procedural information when problem difficulty is high or when processes such as carrying and estimating magnitudes are required. In agreement with other research, the overall slowing of performance to larger problems is best explained in terms of normatively defined problem difficulty or associative strength in memory. (29 ref) (PsycINFO Database Record (c) 2007 APA, all rights reserved)
Ajoutée par: Sterenn Audo
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