Transfer of training in alphabet arithmetic.
In recent years, several researchers have proposed that skilled adults may solve single-digit addition problems (e.g., 3 + 1 = 4, 4 + 3 = 7) using a fast counting procedure. Practicing a procedure, however, often leads to transfer of learning to unpracticed items; consequently, the fast counting the...
| Publicado en: | Memory & Cognition Vol. 44; no. 8; pp. 1288 - 1301 |
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| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Nov2016
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=119139587&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 119139587 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Nov2016 vid: 44 iid: 8 pid: 237 pub: Springer Nature artinfo: ui: 119139587 10.3758/s13421-016-0631-x ppf: 1288 ppct: 13 formats: fmt: @attributes: type: P size: 489KB tig: atl: Transfer of training in alphabet arithmetic. aug: au: Campbell, Jamie Chen, Yalin Allen, Kurtis Beech, Leah affil: Department of Psychology , University of Saskatchewan , 9 Campus Drive Saskatoon Canada S7N 5A5 su: Learning Problem solving Mathematics Transfer of training sug: subj: Learning Problem solving Mathematics Transfer of training keyword: Addition Counting Procedures Addition Counting Procedures ab: In recent years, several researchers have proposed that skilled adults may solve single-digit addition problems (e.g., 3 + 1 = 4, 4 + 3 = 7) using a fast counting procedure. Practicing a procedure, however, often leads to transfer of learning to unpracticed items; consequently, the fast counting theory was potentially challenged by subsequent studies that found no generalization of practice for simple addition. In two experiments reported here ( Ns = 48), we examined generalization in an alphabet arithmetic task (e.g., B + 5 = C D E F G) to determine that counting-based procedures do produce generalization. Both experiments showed robust generalization (i.e., faster response times relative to control problems) when a test problem's letter augend and answer letter sequence overlapped with practiced problems (e.g., practice B + 5 = C D E F G, test B + 3 = C D E ). In Experiment 2, test items with an unpracticed letter but whose answer was in a practiced letter sequence (e.g., practice C + 3 = DE F, test D + 2 = E F) also displayed generalization. Reanalysis of previously published addition generalization experiments (combined n = 172) found no evidence of facilitation when problems were preceded by problems with a matching augend and counting sequence. The clear presence of generalization in counting-based alphabet arithmetic, and the absence of generalization of practice effects in genuine addition, represent a challenge to fast counting theories of skilled adults' simple addition. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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