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Article de revue:
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ID no. (ISBN etc.): 09541446
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Clé de citation BibTeX: Jackson2007
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Jackson, N., & Coney, J. (2007). Simple arithmetic processing: Individual differences in automaticity. European Journal of Cognitive Psychology, 19(1), pp. 141–160.
Ajoutée par: Sterenn Audo 2008-02-19 16:38:01 Dernièrement modifiée par: Sterenn Audo 2008-02-19 16:50:08
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Catégories: Apprentissage mathématiques, Full text, Problèmes additifs, problèmes arithmétiques, Problèmes multiplicatifs, Résolution de problèmes arithmétiques
Descripteurs: ADDITION, ARITHMETIC, INDIVIDUAL differences, MEMORY, MULTIPLICATION, problem solving
Auteurs: Coney, Jackson
Collection: European Journal of Cognitive Psychology
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Nombre de vues: 370
Popularité: 33.76%
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Résumé
This study investigated individual differences in the ability to automatically access simple addition and multiplication facts from memory. It employed a target-naming task and a priming procedure similar to that utilised in the single word semantic-priming paradigm. In each trial, participants were first presented with a single digit arithmetic problem (e.g., 6 + 8) and were then presented with a target that was either congruent (e.g., 14) or incongruent (e.g., 17) with this prime. Response times for congruent and incongruent conditions were then compared to a neutral condition (e.g., X + Y, with target 14). For the high skilled group, significant facilitation in naming congruent multiplication and addition targets was found at SOAs of 300 and 1000 ms. In contrast, for the low skilled group, facilitation in naming congruent targets was only observed at 1000 ms. Significant inhibition in naming incongruent multiplication and addition targets at 300 ms, and addition targets at 1000 ms, was found for the high skilled group alone. This advantage in access to simple facts for the high skilled group was then further supported in a problem size analysis that revealed individual differences in access to small and large problems that varied by operation. These findings support the notion that individual differences in arithmetic skill stem from automaticity in solution retrieval and additionally, that they also derive from strategic access to multiplication solutions. [ABSTRACT FROM AUTHOR]
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Sterenn Audo
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Idées
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Ajoutée par: Sterenn Audo
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