Effect of Automaticity on Mental Addition: The Moderating Role of Working Memory

Autor/inn/en	Ding, Yi; Zhang, Dake; Liu, Ru-De; Wang, Jia; Xu, Le
Titel	Effect of Automaticity on Mental Addition: The Moderating Role of Working Memory
Quelle	In: Journal of Experimental Education, 89 (2021) 1, S.33-53 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2019.1648232
Schlagwörter	Cognitive Processes; Mental Computation; Short Term Memory; Elementary School Students; Grade 3; Foreign Countries; Difficulty Level; Reaction Time; China + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Kopfrechnen; Kurzzeitgedächtnis; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Schwierigkeitsgrad; Reaktionsvermögen
Abstract	The aim of this research was to examine the role of working memory in moderating the effects of automaticity on mental addition in 40 Chinese third-graders from the perspectives of task characteristics and individual characteristics. In Study 1, a 2 (working memory load [WML]) × 2 (automaticity), within-subjects design was utilized. There was significant interaction effect of WML and automaticity on students' response time in mental addition. The WML moderated the effect of automaticity on mental addition. In Study 2, we conducted an HLM analysis. Of all working-memory-capacity variables, only the phonological loop (with mathematics-based stimuli) was found to significantly moderate the effects of automaticity on students' mental addition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01