Adults' Strategies for Simple Addition and Multiplication: Verbal Self-Reports and the Operand Recognition Paradigm

Autor/inn/en	Metcalfe, Arron W. S.; Campbell, Jamie I. D.
Titel	Adults' Strategies for Simple Addition and Multiplication: Verbal Self-Reports and the Operand Recognition Paradigm
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 37 (2011) 3, S.661-672 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0022218
Schlagwörter	Adults; Addition; Multiplication; Recognition (Psychology); Mental Computation; Measurement Techniques; Cognitive Measurement; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Multiplikation; Recognition; Wiedererkennen; Kopfrechnen; Messtechnik; Ausland; Kanada
Abstract	Accurate measurement of cognitive strategies is important in diverse areas of psychological research. Strategy self-reports are a common measure, but C. Thevenot, M. Fanget, and M. Fayol (2007) proposed a more objective method to distinguish different strategies in the context of mental arithmetic. In their operand recognition paradigm, speed of recognition memory for problem operands after solving a problem indexes strategy (e.g., direct memory retrieval vs. a procedural strategy). Here, in 2 experiments, operand recognition time was the same following simple addition or multiplication, but, consistent with a wide variety of previous research, strategy reports indicated much greater use of procedures (e.g., counting) for addition than multiplication. Operation, problem size (e.g., 2 + 3 vs. 8 + 9), and operand format (digits vs. words) had interactive effects on reported procedure use that were not reflected in recognition performance. Regression analyses suggested that recognition time was influenced at least as much by the relative difficulty of the preceding problem as by the strategy used. The findings indicate that the operand recognition paradigm is not a reliable substitute for strategy reports and highlight the potential impact of difficulty-related carryover effects in sequential cognitive tasks. (Contains 2 figures, 7 tables and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10