MATHEMATICAL COGNITION AND THE PROBLEM SIZE EFFECT
MATHEMATICAL COGNITION AND THE PROBLEM SIZE EFFECT
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DOI：
10.1016/s0079-7421(09)51004-3
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发表时间：
2009-01-01
期刊：
影响因子：
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通讯作者：
Guillaume, Michelle M.
中科院分区：
文献类型：
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作者：
Ashcraft, Mark H.;Guillaume, Michelle M.
我们回顾了数学认知领域的一个基本发现，问题大小效应，因为它已经在过去的30年中进行了研究和建模。早期的研究表明，记忆检索的作用，而不是简单的计数为基础的性能，导致研究的性质的记忆表示支持这种检索，出现的记忆检索的发展，和潜在的来源的问题大小的影响。三个可能的原因，一个基于记忆的强度，一个错误，一个基于策略的反应，被认为是问题大小效应，沿着的作用，工作记忆和数学焦虑的个体差异变量。一个统一的理论框架建议，强度的基础上，产生错误和策略的预测，需要工作记忆的影响。最后，我们的评论有关的可能性，问题大小的影响正在改变，可能是由于教育因素，与明确的后果，为理论和数学成绩。
We review a foundational finding in the area of mathematical cognition, the problem size effect, as it has been studied and modeled across the past 30 years. Early research on the effect indicated a substantial role for memory retrieval, as opposed to simple counting-based performance, leading to research on the nature of the memory representation supporting such retrieval, the emergence of memory retrieval in development, and the underlying source of the problem size effect. Three possible reasons for the problem size effect, one based on strength in memory, one on errors, and one on strategy-based responding, are considered, along with the role of working memory and the individual difference variable of math anxiety. A unifying theoretical framework is suggested, based on strength, that yields both error and strategy predictions that entail working memory effects. We conclude with remarks concerning the likelihood that the problem size effect is changing, probably due to educational factors, with clear consequences for both theories and for mathematical achievement.