Four aspects of strategic change: contributions to children's learning of multiplication.
Four aspects of strategic change: contributions to children's learning of multiplication.
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DOI：
10.1037//0096-3445.124.1.83
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发表时间：
1995-03
期刊：
影响因子：
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通讯作者：
P. Lemaire;R. Siegler
中科院分区：
文献类型：
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作者：
P. Lemaire;R. Siegler
本研究对法国二年级学生个位数乘法技能的习得进行了纵向调查。在孩子们学习乘法的一年内，对速度、准确性和策略使用进行了3次评估。数据显示，通常伴随学习而来的速度和准确性的提高至少可以反映出4种特定的策略变化：引入新策略，增加使用最有效的现有策略，更有效地执行每种策略，以及在策略中进行更适应性的选择。数据还显示了学习的连续性：在所有3个测量点上，儿童使用多种策略，最常在同一类问题上使用检索，并在最困难的问题上使用重复添加。稳定的个体差异也很明显。这些发现支持了Siegler和Shipley（1995）适应性策略选择模型的一些预测。理解学习，算术和策略选择过程的影响进行了讨论。
This study reports a longitudinal investigation of French 2nd graders' acquisition of single-digit multiplication skill. Speed, accuracy, and strategy use were assessed 3 times within the year when children learned multiplication. The data showed that improvements in speed and accuracy that generally accompany learning can reflect at least 4 types of specific strategic changes: introduction of new strategies, increasing use of the most efficient existing strategies, more efficient execution of each strategy, and more adaptive choices among strategies. The data also showed substantial continuities in learning: At all 3 points of measurement, children used multiple strategies, used retrieval most often on the same classes of problems, and used repeated addition on the most difficult problems. Stable individual differences were also apparent. The findings supported a number of predictions of Siegler and Shipley's (1995) adaptive strategy choice model. Implications for understanding learning, arithmetic, and strategy choice processes are discussed.