The representation of multiplication facts: Developmental changes in the problem size, five, and tie effects
The representation of multiplication facts: Developmental changes in the problem size, five, and tie effects
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DOI：
10.1016/j.jecp.2005.11.004
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发表时间：
2006-05-01
影响因子：
2.6
通讯作者：
Fias, W
中科院分区：
文献类型：
--
作者：
De Brauwer, J;Verguts, T;Fias, W
在这项研究中，我们研究了在个位数乘法算术中发现的基本效应的发展：问题大小，五和领带效应。参与者（9岁，10岁和11岁的儿童和成人）进行了简单乘法的生产任务。该程序复制了坎贝尔和格雷厄姆（1985年）的研究[加拿大心理学杂志，第39卷，第39页。338-366]，但结果表明，问题规模效应的逐渐减少在六年级结束。我们报告的分析，考虑到反应时间缩放作为年龄的函数的原始乳酸和状态跟踪分析。结果表明，11岁的孩子在这三种影响中的任何一种上都与成年人没有显著差异。在11岁之前，发生了有趣的发展变化。(c)2005年爱思唯尔公司All rights reserved.
In this study, we investigated the development of basic effects that have been found in single-digit multiplication arithmetic: the problem size, five, and tie effects. Participants (9-, 10-, and 11-year-olds and adults) performed a production task on simple multiplication. The procedure replicated Campbell and Graham's (1985) study [Canadian Journal of Psychology, Vol. 39, pp. 338-366], but the results show that the gradual decrease of the problem size effect ends in sixth grade. We report analyses on raw latencies and state trace analyses that take into account reaction time scaling as a function of age. The results show that 11-year-olds do not differ significantly from adults on any of the three effects. Before 11 years of age, interesting developmental changes occur. (c) 2005 Elsevier Inc. All rights reserved.