No Generalization of Practice for Nonzero Simple Addition

Autor/inn/en	Campbell, Jamie I. D.; Beech, Leah C.
Titel	No Generalization of Practice for Nonzero Simple Addition
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 40 (2014) 6, S.1766-1771 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000003
Schlagwörter	Adults; Addition; Mathematics; Generalization; Problem Solving; Foreign Countries; College Students; Visual Stimuli; Arithmetic; Error Patterns; Canada + Suchen Sie Ihr Suchwort? Mathematik; Problemlösen; Ausland; Collegestudent; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Fehlertyp; Kanada
Abstract	Several types of converging evidence have suggested recently that skilled adults solve very simple addition problems (e.g., 2 + 1, 4 + 2) using a fast, unconscious counting algorithm. These results stand in opposition to the long-held assumption in the cognitive arithmetic literature that such simple addition problems normally are solved by fact retrieval from declarative memory. Here we tested a large sample of diversely skilled and culturally diverse men and women at the University of Saskatchewan and examined multiple categories of simple (1 digit plus 1 digit) addition problems for evidence of generalization of practice, a signature of procedure use. The procedure-based 0 + N = N problems presented clear evidence of generalization (i.e., practicing a subset of 0 + N problems lead to speed-up for a different subset of 0 + N problems), but there was no evidence of such generalization of practice for the nonzero problems, although the experiment had good power to detect small effects. Given that generalization of practice is a basic marker of procedure-based processing, its absence for the nonzero addition problems casts doubt on the compacted counting theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01