Article de revue: ID no. (ISBN etc.):  0012-1649 Clé de citation BibTeX:  Geary1991
Geary, D. C., & Brown, S. C. (1991). Cognitive addition: Strategy choice and speed-of-processing differences in gifted, normal, and mathematically disabled children. Developmental Psychology, 27(3), pp. 398–406.
Ajoutée par: Sterenn Audo 2008-02-19 16:54:03    Dernièrement modifiée par: Sterenn Audo 2008-02-19 16:58:37 		 B  
Catégories: Apprentissage mathématiques, Full text, Problèmes additifs, Résolution de problèmes arithmétiques
Descripteurs: Academic Achievement; Addition; Elementary Education; Elementary School Students; Gifted; Learning Disabilities; Long Term Memory; Mathematics Skills; Problem Solving, Mathematical Computations; Problem Solving Assessment; Retrieval (Memory); Solution Methods (Mathematics)
Auteurs: Brown, Geary
Collection: Developmental Psychology

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Résumé
Gifted-, normal-, and math-disabled children solved addition problems. Their problem-solving strategies and solution times were recorded. The gifted group showed the most mature distribution of strategy choices, and a verbal counting rate less than 50 percent of the rate of the other groups. (BC)
Ajoutée par: Sterenn Audo    Dernièrement modifiée par: Sterenn Audo

 
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