Mind the gap between both hands: Evidence for internal finger-based number representations in children's mental calculation
Mind the gap between both hands: Evidence for internal finger-based number representations in children's mental calculation
复制标题
DOI：
10.1016/j.cortex.2007.08.001
复制
发表时间：
2008-04-01
期刊：
影响因子：
3.6
通讯作者：
Willmes, Klaus
中科院分区：
文献类型：
--
作者：
Domahs, Frank;Krinzinger, Helga;Willmes, Klaus
在一定的发展阶段，几乎所有的儿童都使用某种外部的基于手指的数字表示。然而，只有很少的人知道，这种早期的外部表征的内部痕迹可能仍然影响计算，即使手指计算不再是一个有效的工具，在心理计算。在本研究中，我们提供了不成比例的五分错误（即，与正确结果相差5的误差）在心理加法和减法中（例如，18 - 7 = 6）。我们将论证，这些错误可能有不同的起源。对于复杂的问题和最初的简单问题，它们是由于在计数或计算程序中没有跟踪“满员”。然而，对于简单的加法问题，5分错误也可能是由直接从陈述性记忆中检索结果的错误引起的。在一般情况下，目前的研究结果被解释在一个短暂的使用心理手指模式-特别是整个手模式-在儿童的心理计算。(c)Elsevier Masson Srl. All rights reserved.
At a certain stage of development, virtually all children use some kind of external finger-based number representation. However, only little is known about how internal traces of this early external representation may still influence calculation even when finger calculation ceases to be an efficient tool in mental calculation. In the present study, we provide evidence for a disproportionate number of split-five errors (i.e., errors with a difference of 5 from the correct result) in mental addition and subtraction (e.g., 18 - 7 = 6). We will argue that such errors may have different origins. For complex problems and initially also for simple problems they are due to failure to keep track of 'full hands' in counting or calculation procedures. However, for simple addition problems split-five errors may later also be caused by mistakes in directly retrieving the result from declarative memory. In general, the present results are interpreted in terms of a transient use of mental finger patterns - in particular the whole hand pattern - in children's mental calculation. (c) 2007 Elsevier Masson Srl. All rights reserved.