Literaturnachweis - Detailanzeige
Autor/in | Geary, David C. |
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Titel | The Problem-Size Effect in Mental Addition: Developmental and Cross-national Trends. |
Quelle | In: Mathematical Cognition, 2 (1996) 1, S.63-93 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 1354-6791 |
Schlagwörter | Addition; Adults; Arithmetic; Cognitive Development; Elementary Education; Elementary School Students; Individual Development; International Studies; Kindergarten; Mathematical Concepts; China; United States |
Abstract | Examined effects of problem size in mental addition among elementary children in China (n=104) and Missouri (n=105) and among undergraduates in China (n=26) and Missouri (n=35). For all Missouri subjects and Chinese through first grade, larger-valued numbers took longer and induced more errors. (Author/NBI) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |