Specificity of children’s arithmetic learning.
Highlights: [•] The specificity of children’s arithmetic learning was explored. [•] Learning transferred neither to untrained problems nor operation complements. [•] The results held for 6- through 11-year-old children and for all four operations. [•] These results mirror the specificity of learning...
| Publicado en: | Journal of Experimental Child Psychology Vol. 122; pp. 62 - 75 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
Academic Press Inc.
Jun2014
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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=95085581&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 95085581 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220965 JEX jtl: Journal of Experimental Child Psychology issn: 00220965 maglogo: N pubinfo: dt: Jun2014 vid: 122 pid: 735 pub: Academic Press Inc. artinfo: ui: 95085581 10.1016/j.jecp.2013.11.018 ppf: 62 ppct: 13 formats: tig: atl: Specificity of children’s arithmetic learning. aug: au: Walker, Drew Bajic, Daniel Mickes, Laura Kwak, Jung Rickard, Timothy C. affil: Department of Psychology, University of California, San Diego, La Jolla, CA 92093, USA su: Child psychology Learning Psychological research Mathematical ability in children Arithmetic education sug: subj: Child psychology Learning Psychological research Research and Development in the Social Sciences and Humanities Mathematical ability in children Arithmetic education keyword: Arithmetic Identical elements model Memory Problem solving Transfer Arithmetic Identical elements model Memory Problem solving Transfer ab: Highlights: [•] The specificity of children’s arithmetic learning was explored. [•] Learning transferred neither to untrained problems nor operation complements. [•] The results held for 6- through 11-year-old children and for all four operations. [•] These results mirror the specificity of learning that have been observed for adults. [•] Education implications for arithmetic training are noted. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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