Does number word inversion affect arithmetic processes in adults?

Autor/inn/en	Lonnemann, Jan; Yan, Song
Titel	Does number word inversion affect arithmetic processes in adults?
Quelle	In: Trends in neuroscience and education, 4 (2015) 1/2, S. 1-5 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2211-9493
DOI	10.25656/01:17975 10.1016/j.tine.2015.01.002
URN	urn:nbn:de:0111-pedocs-179754
Schlagwörter	Experimentelle Untersuchung; Deutsch; Sprache; Chinesisch; Arithmetik; Mathematische Kompetenz; Rechnen; Zahlbegriff; Einflussfaktor; Erwachsener
Abstract	Neuropsychological and developmental findings suggest that number word inversion complicates numerical processing. The aim of this study was to look for adverse effects of number word inversion in neurologically healthy adults. Addition problems were presented verbally to native speakers from China and from Germany in two different ways: familiar vs. unfamiliar (i.e., inverted number words in Chinese and non-inverted number words in German). While Chinese participants had more difficulties when confronted with problems presented in unfamiliar Chinese number words, German participants did not show more difficulties solving addition problems presented in the unfamiliar structure. Moreover, for both groups, addition problems were more difficult when a carry operation was needed and this carry effect was more pronounced for German participants. Inverted number words thus seem to complicate arithmetic processing in populations where arithmetic processing is an accomplished skill, highlighting the relevance of finding ways to deal with inversion-related difficulties in mathematics education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1