Working memory and number line representations in single-digit addition: Approximate versus exact, nonsymbolic versus symbolic.
How do kindergarteners solve different single-digit addition problem formats? We administered problems that differed solely on the basis of two dimensions: response type (approximate or exact), and stimulus type (nonsymbolic, i.e., dots, or symbolic, i.e., Arabic numbers). We examined how performanc...
| Published in: | Quarterly Journal of Experimental Psychology Vol. 68; no. 6; pp. 1148 - 1168 |
|---|---|
| Main Authors: | , , |
| Format: | Article |
| Published: |
Sage Publications Inc.
Jun2015
|
| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=102621375&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 102621375 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 17470218 1US5 jtl: Quarterly Journal of Experimental Psychology issn: 17470218 maglogo: Y pubinfo: dt: Jun2015 vid: 68 iid: 6 pid: 344 pub: Sage Publications Inc. artinfo: ui: 102621375 10.1080/17470218.2014.977303 ppf: 1148 ppct: 20 formats: tig: atl: Working memory and number line representations in single-digit addition: Approximate versus exact, nonsymbolic versus symbolic. aug: au: Xenidou-Dervou, Iro van der Schoot, Menno van Lieshout, Ernest C. D. M. affil: Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, the Netherlands su: Short-term memory Number line Addition (Mathematics) Stimulus & response (Psychology) Cognitive Abilities Test sug: subj: Short-term memory Number line Addition (Mathematics) Stimulus & response (Psychology) Cognitive Abilities Test keyword: Kindergarten children Mental model Nonsymbolic addition Numerical cognition Simple arithmetic Symbolic addition Kindergarten children Mental model Nonsymbolic addition Numerical cognition Simple arithmetic Symbolic addition ab: How do kindergarteners solve different single-digit addition problem formats? We administered problems that differed solely on the basis of two dimensions: response type (approximate or exact), and stimulus type (nonsymbolic, i.e., dots, or symbolic, i.e., Arabic numbers). We examined how performance differs across these dimensions, and which cognitive mechanism (mental model, transcoding, or phonological storage) underlies performance in each problem format with respect to working memory (WM) resources and mental number line representations. As expected, nonsymbolic problem formats were easier than symbolic ones. The visuospatial sketchpad was the primary predictor of nonsymbolic addition. Symbolic problem formats were harder because they either required the storage and manipulation of quantitative symbols phonologically or taxed more WM resources than their nonsymbolic counterparts. In symbolic addition, WM and mental number line results showed that when an approximate response was needed, children transcoded the information to the nonsymbolic code. When an exact response was needed, however, they phonologically stored numerical information in the symbolic code. Lastly, we found that more accurate symbolic mental number line representations were related to better performance in exact addition problem formats, not the approximate ones. This study extends our understanding of the cognitive processes underlying children's simple addition skills. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|