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AutorenHeine, Angela; Tamm, Sascha; De Smedt, Bert; Schneider, Michael; Thaler, Verena; Torbeyns, Joke; Stern, Elsbeth; Verschaffel, Lieven; Jacobs, Arthur
TitelThe numerical stroop effect in primary school children.
A comparison of low, normal, and high achievers.
QuelleIn: Child Neuropsychology, 16 (2010) 5, S. 461-477
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BeigabenLiteraturangaben, Abbildungen, Tabellen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0929-7049; 1744-4136
DOI10.1080/09297041003689780
SchlagwörterSchule; Mathematikunterricht; Rechenschwäche; Test; Experiment; Schüler; Grundschule;
AbstractSixty-six primary school children were selected, of which 21 scored low on a standardizedmath achievement test, 23 were normal, and 22 high achievers. In a numerical Stroopexperiment, children were asked to make numerical and physical size comparisons on digitpairs. The effects of congruity and numerical distance were determined. All children exhibitedcongruity and distance effects in the numerical comparison. In the physical comparison,children of all performance groups showed Stroop effects when the numerical distancebetween the digits was large but failed to show them when the distance was small. Numericaldistance effects depended on the congruity condition, with a typical effect of distance in thecongruent, and a reversed distance effect in the incongruent condition. Our results arehard to reconcile with theories that suggest that deficits in the automaticity of numericalprocessing can be related to differential math achievement levels. Immaturity in the precision ofmappings between numbers and their numerical magnitudes might be better suited toexplain the Stroop effects in children. However, as the results for the high achieversdemonstrate, in addition to numerical processing capacity per se, domain-general functionsmight play a crucial role in Stroop performance, too. (Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
UpdateNeueintrag 2019-11
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