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Article de revue:
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ID no. (ISBN etc.): 17470218
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Clé de citation BibTeX: Thevenot2007
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Thevenot, C., Devidal, M., Barrouillet, P., & Fayol, M. (2007). Why does placing the question before an arithmetic word problem improve performance? a situation model account. Quarterly Journal of Experimental Psychology, 60(1), p. p43–56.
Ajoutée par: Sterenn Audo 2008-01-08 15:16:33 Dernièrement modifiée par: Sterenn Audo 2008-01-08 15:19:28
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Catégories: COEFF, Full text, problèmes arithmétiques
Descripteurs: ARITHMETIC -- Study & teaching, FOURTH grade (Education), MATHEMATICAL ability -- Evaluation, MENTAL models theory (Communication), PERFORMANCE evaluation, QUESTION (Logic), SCHEMAS (Psychology), WORD problems (Mathematics)
Auteurs: Barrouillet, Devidal, Fayol, Thevenot
Collection: Quarterly Journal of Experimental Psychology
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Nombre de vues: 395
Popularité: 35.88%
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Résumé
The aim of this paper is to investigate the controversial issue of the nature of the representation constructed by individuals to solve arithmetic word problems. More precisely, we consider the relevance of two different theories: the situation or mental model theory (Johnson-Laird, 1983; Reusser, 1989) and the schema theory (Kintsch & Greeno, 1985; Riley, Greeno, & Heller, 1983). Fourth-graders who differed in their mathematical skills were presented with problems that varied in difficulty and with the question either before or after the text. We obtained the classic effect of the position of the question, with better performance when the question was presented prior to the text. In addition, this effect was more marked in the case of children who had poorer mathematical skills and in the case of more difficult problems. We argue that this pattern of results is compatible only with the situation or mental model theory, and not with the schema theory. ABSTRACT FROM AUTHOR Copyright of
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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