Testing the Whole Number Interference Hypothesis: Contributions of Inhibitory Control and Whole Number Knowledge to Fraction Understanding

Autor/inn/en	Leib, Elena R.; Starr, Ariel; Younger, Jessica Wise; Bunge, Silvia A.; Uncapher, Melina R.; Rosenberg-Lee, Miriam
Titel	Testing the Whole Number Interference Hypothesis: Contributions of Inhibitory Control and Whole Number Knowledge to Fraction Understanding
Quelle	In: Developmental Psychology, 59 (2023) 8, S.1407-1425 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leib, Elena R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001557
Schlagwörter	Inhibition; Fractions; Mathematical Concepts; Knowledge Level; Numbers; Interference (Learning); Predictor Variables; Grade 3; Grade 5; Grade 7; Children; Preadolescents; Executive Function; Elementary School Students; Middle School Students; California; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Hemmung; Bruchrechnung; Wissensbasis; Zahlenraum; Prädiktor; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kalifornien
Abstract	The present study tests two predictions stemming from the hypothesis that a source of difficulty with rational numbers is interference from whole number magnitude knowledge. First, inhibitory control should be an independent predictor of fraction understanding, even after controlling for working memory. Second, if the source of interference is whole number knowledge, then it should hinder fraction understanding. These predictions were tested in a racially and socioeconomically diverse sample of U.S. children (N = 765; 337 female) in Grades 3 (ages 8-9), 5 (ages 10-11), and 7 (ages 12-13) who completed a battery of computerized tests. The fraction comparison task included problems with both shared components (e.g., 3/5 > 2/5) and distinct components (e.g., 2/3 > 5/9), and problems that were congruent (e.g., 5/6 > 3/4) and incongruent (e.g., 3/4 > 5/7) with whole number knowledge. Inhibitory control predicted fraction comparison performance over and above working memory across component and congruency types. Whole number knowledge did not hinder performance and instead positively predicted performance for fractions with shared components. These results highlight a role for inhibitory control in rational number understanding and suggest that its contribution may be distinct from inhibiting whole number magnitude knowledge. [This article was written with the Project iLead Consortium.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01