COGNITIVE ADDITION - A SHORT LONGITUDINAL-STUDY OF STRATEGY CHOICE AND SPEED-OF-PROCESSING DIFFERENCES IN NORMAL AND MATHEMATICALLY DISABLED-CHILDREN
COGNITIVE ADDITION - A SHORT LONGITUDINAL-STUDY OF STRATEGY CHOICE AND SPEED-OF-PROCESSING DIFFERENCES IN NORMAL AND MATHEMATICALLY DISABLED-CHILDREN
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DOI：
10.1037/0012-1649.27.5.787
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发表时间：
1991-09-01
影响因子：
4
通讯作者：
SAMARANAYAKE, VA
中科院分区：
文献类型：
--
作者：
GEARY, DC;BROWN, SC;SAMARANAYAKE, VA
提供了一个纵向评估的技能发展，除了26个正常和12个数学残疾的一年级或二年级儿童。在第一次测量时，孩子们解决了40个简单的加法问题。10个月后，所有的学生重新记忆加法任务和工作记忆资源的测量。在整个测量时间内，正常组显示出对记忆检索的依赖增加，对计数的依赖减少，以解决加法问题，以及从长期记忆中计数和检索加法事实的速度增加。数学障碍组在解决问题的策略组合或执行计数或记忆检索策略的速度方面没有可靠的变化。最后，可靠的差异，有利于正常组，被发现的工作记忆资源的指数。（PsycInfo数据库记录（c）2016阿帕，保留所有权利）
Provides a longitudinal assessment of skill development in addition for 26 normal and 12 mathematically disabled 1st-or 2nd-grade children. At the first time of measurement, the children solved 40 simple addition problems. 10 mo later, all Ss were readministered the addition task and a measure of working memory resources. Across times of measurement, the normal group showed increased reliance on memory retrieval and decreased reliance on counting to solve the addition problems, as well as an increase in speed of counting and retrieving addition facts from long-term memory. The math-disabled group showed no reliable change in the mix of problem-solving strategies or in the rate of executing the counting or memory retrieval strategies. Finally, reliable differences, favoring the normal group, were found for the index of working memory resources.(PsycINFO Database Record (c) 2016 APA, all rights reserved)