Do production and verification tasks in arithmetic rely on the same cognitive mechanisms? A test using alphabet arithmetic.
In this study, 17 adult participants were trained to solve alphabet–arithmetic problems using a production task (e.g., C + 3 = ?). The evolution of their performance across 12 practice sessions was compared with the results obtained in past studies using verification tasks (e.g., is C + 3 = F correc...
| Publicado en: | Quarterly Journal of Experimental Psychology Vol. 74; no. 12; pp. 2182 - 2193 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Dec2021
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| 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=153180472&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 153180472 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: Dec2021 vid: 74 iid: 12 pid: 344 pub: Sage Publications Inc. artinfo: ui: 153180472 10.1177/17470218211022635 ppf: 2182 ppct: 11 formats: tig: atl: Do production and verification tasks in arithmetic rely on the same cognitive mechanisms? A test using alphabet arithmetic. aug: au: Dewi, Jasinta DM Bagnoud, Jeanne Thevenot, Catherine affil: Institute of Psychology, University of Lausanne, Lausanne, Switzerland su: Problem solving Adults Mental arithmetic Arithmetic Tasks Memorization sug: subj: Problem solving Adults Mental arithmetic Arithmetic Tasks Memorization keyword: arithmetic Learning memory procedural knowledge training verification tasks arithmetic Learning memory procedural knowledge training verification tasks ab: In this study, 17 adult participants were trained to solve alphabet–arithmetic problems using a production task (e.g., C + 3 = ?). The evolution of their performance across 12 practice sessions was compared with the results obtained in past studies using verification tasks (e.g., is C + 3 = F correct?). We show that, irrespective of the experimental paradigm used, there is no evidence for a shift from counting to retrieval during training. However, and again regardless of the paradigm, problems with the largest addend constitute an exception to the general pattern of results obtained. Contrary to other problems, their answers seem to be deliberately memorised by participants relatively early during training. All in all, we conclude that verification and production tasks lead to similar patterns of results, which can therefore both confidently be used to discuss current theories of learning. Still, deliberate memorization of problems with the largest addend appears earlier and more often in a production than a verification task. This last result is discussed in light of retrieval models. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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