The Development from Effortful to Automatic Processing in Mathematical Cognition.

Autor/inn/en	Kaye, Daniel B.; und weitere
Titel	The Development from Effortful to Automatic Processing in Mathematical Cognition.
Quelle	(1981), (13 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Addition; Cognitive Development; Cognitive Processes; College Students; Computation; Educational Research; Elementary Education; Elementary School Students; Grade 2; Grade 3; Grade 4; Higher Education; Information Processing; Mathematics Achievement; Mathematics Education; Models; Problem Solving; Reaction Time; Testing + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Collegestudent; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationsverarbeitung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Analogiemodell; Problemlösen; Reaktionsvermögen; Testdurchführung; Testen
Abstract	This investigation capitalizes upon the information processing models that depend upon measurement of latency of response to a mathematical problem and the decomposition of reaction time (RT). Simple two term addition problems were presented with possible solutions for true-false verification, and accuracy and RT to response were recorded. Total RT was hypothesized to be the sum of: (1) setting time, which involves encoding of terms and operators and initializing internal counters; (2) incrementing of retrieval time; and (3) verification time. Twelve children from each of grades two, three, and four, and 16 college undergraduates served as subjects. Students performed a true-false verification task on arithmetic problems presented on a microcomputer. Results indicate that latency to correct response is accounted for by two structural variables. Different combinations of reconstructive and reproductive processes were used by children and adults on different types of simple problems. While all adult performance was characterized by a two-stage model, the performance of young children, in general, was characterized by the reconstructive implicit counting strategy. The report states the important point is the regression models validated problem type differences corresponding to different information processing stages employed by children and adults that were also indicative of more global mathematical achievements. (MP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC