Consistency of Response Patterns in Different Estimation Tasks

Autor/inn/en	Wong, Terry Tin-Yau; Ho, Connie Suk-Han; Tang, Joey
Titel	Consistency of Response Patterns in Different Estimation Tasks
Quelle	In: Journal of Cognition and Development, 17 (2016) 3, S.526-547 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2015.1072091
Schlagwörter	Task Analysis; Guidelines; Responses; Arithmetic; Asians; Grade 1; Elementary School Students; Foreign Countries; Naming; Student Evaluation; Reaction Time; Longitudinal Studies; Intelligence Tests; Short Term Memory; Executive Function; Age Differences; Statistical Analysis; Correlation; Regression (Statistics); Hong Kong; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Richtlinien; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Asian; Asiat; Asiatin; Asiaten; Asiate; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Schulnote; Studentische Bewertung; Reaktionsvermögen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Intelligence test; Intelligenztest; Kurzzeitgedächtnis; Age; Difference; Age difference; Altersunterschied; Statistische Analyse; Korrelation; Regression; Regressionsanalyse; Hongkong
Abstract	The current study aimed at addressing two issues concerning children's estimation performance: (1) to investigate whether the log-to-linear framework or the proportional judgment framework provided a better explanation of children's estimation patterns, and (2) to examine the consistency of response patterns in different estimation tasks. A sample of 179 Chinese first graders was assessed on their arithmetic performance and estimation skills (including numerosity naming, numerosity production, and number line). The log-to-linear framework was suggested to provide a better framework in explaining children's estimation patterns. Under this framework, we identified both common features and uniqueness of children's response patterns in different estimation tasks. Furthermore, different estimation skills uniquely contributed to children's arithmetic performance. The theoretical and practical implications of the findings are discussed. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01