Cognitive Arithmetic: Evidence for the Development of Automaticity.

Autor/inn/en	LeFevre, Jo-Anne; Bisanz, Jeffrey
Titel	Cognitive Arithmetic: Evidence for the Development of Automaticity.
Quelle	(1987), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Arithmetic; Cognitive Ability; Elementary Education; Elementary School Mathematics; Mathematical Concepts; Mathematics Education; Mathematics Instruction; Mathematics Skills; Memory; Problem Solving; Reaction Time; Time Factors (Learning); Timed Tests + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Denkfähigkeit; Elementarunterricht; Elementare Mathematik; Schulmathematik; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Gedächtnis; Problemlösen; Reaktionsvermögen
Abstract	To determine whether children's knowledge of arithmetic facts becomes increasingly "automatic" with age, 7-year-olds, 11-year-olds, and adults were given a number-matching task for which mental arithmetic should have been irrelevant. Specifically, students were required to verify the presence of a probe number in a previously presented pair (e.g., 5+1 followed by 5). Eleven-year-olds and adults were slower to reject a probe that was the sum of the initial pair (e.g., 5+1 and 6) than to reject a probe that was not the sum (e.g., 5+1 and 3). This finding indicates that, in older children and adults, obligatory activation of a sum interferes with a required response. No evidence for obligatory activation was found for 7-year-olds. These results tend to be consistent with current models of arithmetic knowledge, and they suggest that one aspect of the development of arithmetic skill is the automatic retrieval of stored facts. (Author/TW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01