The Role of Inhibitory Control in Strategy Change: The Case of Linear Measurement

Autor/inn/en	Ren, Kexin; Lin, Ying; Gunderson, Elizabeth A.
Titel	The Role of Inhibitory Control in Strategy Change: The Case of Linear Measurement
Quelle	In: Developmental Psychology, 55 (2019) 7, S.1389-1399 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gunderson, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000739
Schlagwörter	Inhibition; Elementary School Students; Measurement Techniques; Grade 1; Grade 2; Grade 3; Executive Function; Computation; Short Term Memory; Spatial Ability; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Hemmung; Messtechnik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Kurzzeitgedächtnis; Räumliches Vorstellungsvermögen; Elementare Mathematik; Schulmathematik
Abstract	Elementary school students often lack a conceptual understanding of linear measurement, which is revealed by their poor performance when the object to be measured is not aligned with the start of the ruler. Instead of correctly counting the units that correspond to the object (e.g., inches or centimeters), children often use 1 of 2 incorrect strategies: reading off the number that corresponds to the end of the object (the least-mature, read-off strategy) and counting the hash marks that flank the object (a more mature, but still incorrect, hash-mark strategy). We hypothesized that shifting to a more mature linear measurement strategy would require the ability to inhibit less-mature prepotent responses, such as read-off and hash-mark responses. In the present study, we predicted that children with better inhibitory control would be more likely to improve in their linear measurement strategy use over one year. Participants (n = 317) were in 1st through 3rd grades when they completed a linear measurement task that required measuring objects that were not aligned with the start of the ruler; they also completed an inhibitory control task and control measures (visuospatial working memory, arithmetic calculations, and number line estimation). One year later, they repeated the linear measurement task. Students with higher initial inhibitory control were more likely to adopt a more mature strategy over time. Moreover, inhibitory control was a significant predictor of strategy improvement over and above other cognitive measures, including visuospatial working memory and arithmetic calculation skill. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01