Continuity in Representation Between Children and Adults: Arithmetic Knowledge Hinders Undergraduates' Algebraic Problem Solving
Continuity in Representation Between Children and Adults: Arithmetic Knowledge Hinders Undergraduates' Algebraic Problem Solving
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儿童与成人表征的连续性：算术知识阻碍大学生解决代数问题
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
L. Petersen
中科院分区：
文献类型：
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作者：
Nicole M. McNeil;Bethany Rittle;Shanta Hattikudur;L. Petersen
This study examined if solving arithmetic problems hinders undergraduates' accuracy on algebra problems. The hypothesis was that solving arithmetic problems would hinder accuracy because it activates an operational view of equations, even in educated adults who have years of experience with algebra. In three experiments, undergraduates (N = 184) solved addition facts or participated in one of several control conditions. Those who solved addition facts were less likely to solve prealgebra equations (e.g., 6 + 8 +4 = 7 + __) correctly under speeded conditions. In a fourth experiment, the negative effects of solving arithmetic problems extended to undergraduates (N = 74) solving algebra problems with no time pressure. Taken together, results suggest that arithmetic activates knowledge that hinders performance on algebra problems. Thus, an operational view of equations, which is prevalent in children, does not seem to be revised or abandoned, even after years of experience with algebra.
问题解决中的模式归纳：多维分析。
DOI：
10.1037/0278-7393.30.3.583
发表时间：
2004
期刊：
Journal of experimental psychology. Learning, memory, and cognition.
影响因子：
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作者：
Chen,Zhe;Mo,Lei
通讯作者：
Mo,Lei
DOI：
10.1037/0096-3445.127.4.377
发表时间：
1998-12
期刊：
Journal of experimental psychology. General
影响因子：
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作者：
R. Siegler;Elsbeth Stern
通讯作者：
R. Siegler;Elsbeth Stern
孩子如何改变想法：策略的改变可以是渐进的，也可以是突然的。
DOI：
10.1037//0012-1649.35.1.127
发表时间：
1999
期刊：
Developmental psychology.
影响因子：
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作者：
Alibali,MW
通讯作者：
Alibali,MW