Intuitive errors in learners' fraction understanding: A dual-process perspective on the natural number bias.
Although a good rational number understanding is very important, many learners struggle to understand fractions. Recent research attributes many of these difficulties to the natural number bias – the tendency to apply natural number features in rational number tasks where this is inappropriate. Prev...
| Publicado en: | Memory & Cognition Vol. 48; no. 7; pp. 1171 - 1181 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Springer Nature
Oct2020
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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=145949790&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 145949790 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: Oct2020 vid: 48 iid: 7 pid: 237 pub: Springer Nature artinfo: ui: 145949790 10.3758/s13421-020-01045-1 ppf: 1171 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P size: 376KB tig: atl: Intuitive errors in learners' fraction understanding: A dual-process perspective on the natural number bias. aug: au: Van Hoof, Jo Verschaffel, Lieven De Neys, Wim Van Dooren, Wim affil: Centre for Instructional Psychology and Technology, University of Leuven, Dekenstraat 2, Leuven, Belgium Laboratoire de Psychologie du Développement et de l'Éducation de l'enfant, Paris Descartes University, Paris, France su: Cognition Decision making Intellect Intuition Learning Task performance Adults Experimental design Mathematics Reaction time sug: subj: Cognition Decision making Intellect Intuition Learning Task performance Adults Experimental design Mathematics Reaction time keyword: Dual process Fraction Mathematical cognition Reasoning Dual process Fraction Mathematical cognition Reasoning ab: Although a good rational number understanding is very important, many learners struggle to understand fractions. Recent research attributes many of these difficulties to the natural number bias – the tendency to apply natural number features in rational number tasks where this is inappropriate. Previous correlational dual process studies found evidence for the intuitive nature of the natural number bias in learners' response latencies. However, the reported correlations do not ascertain the causality that is assumed in this ascription. In the present study we therefore experimentally elicited intuitive responses in a fraction comparison task in educated adults by restricting reaction time. Results show that the natural number bias has an intuitive character. Findings also indicate that the detection of conflict between the natural number-based answer and the correct answer seems to work at an intuitive level. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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