Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability
Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability
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DOI：
10.1016/j.jecp.2004.03.002
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发表时间：
2004-06-01
影响因子：
2.6
通讯作者：
DeSoto, MC
中科院分区：
文献类型：
--
作者：
Geary, DC;Hoard, MK;DeSoto, MC
一年级组（平均年龄= 82个月），三年级（平均年龄= 107个月）和五年级有数学学习障碍的儿童（平均年龄= 131个月）（MD，n = 58）和他们正常的同龄人（n = 91）被管理的任务，评估他们的知识计数原则，工作记忆，简单（4 + 3）和复杂（16 + 8）加法问题的解题策略。在所有年级中，MD儿童都表现出工作记忆缺陷，在一年级时，MD儿童在解决简单和复杂加法问题时使用较少的复杂策略，犯更多的错误。策略使用和准确性的组间差异部分与工作记忆的组间差异以及计数知识的组间差异和个体差异有关。在年级和小组中，从简单的加法问题到复杂的加法问题的转换导致了解决问题策略组合的转变。策略组合和策略转变的个体差异在一定程度上与工作记忆能力和计数知识的个体差异有关。(C)2004年爱思唯尔公司All rights reserved.
Groups of first-grade (mean age = 82 months), third-grade (mean age = 107 months), and fifth-grade (mean age = 131 months) children with a learning disability in mathematics (MD, n = 58) and their normally achieving peers (n = 91) were administered tasks that assessed their knowledge of counting principles, working memory, and the strategies used to solve simple (4 + 3) and complex (16 + 8) addition problems. In all grades, the children with MD showed a working memory deficit, and in first grade, the children with MD used less sophisticated strategies and committed more errors while solving simple and complex addition problems. The group differences in strategy usage and accuracy were related, in part, to the group difference in working memory and to group and individual differences in counting knowledge. Across grade-level and group, the switch from simple to complex addition problems resulted in a shift in the mix of problem-solving strategies. Individual differences in the strategy mix and in the strategy shift were related, in part, to individual differences in working memory capacity and counting knowledge.(C) 2004 Elsevier Inc. All rights reserved.