The representation of multiplication facts: Developmental changes in the problem size, five, and tie effects
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...
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| Veröffentlicht in: | Journal of experimental child psychology 2006-05, Vol.94 (1), p.43-56 |
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| creator | De Brauwer, Jolien Verguts, Tom Fias, Wim |
| description | 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. |
| doi_str_mv | 10.1016/j.jecp.2005.11.004 |
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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.</description><identifier>ISSN: 0022-0965</identifier><identifier>EISSN: 1096-0457</identifier><identifier>DOI: 10.1016/j.jecp.2005.11.004</identifier><identifier>PMID: 16376370</identifier><identifier>CODEN: JECPAE</identifier><language>eng</language><publisher>San Diego, CA: Elsevier Inc</publisher><subject>Adult ; Analysis of Variance ; Arithmetic ; Biological and medical sciences ; Child ; Child Development ; Child Psychology ; Cognition & reasoning ; Cognitive Structures ; Cognitive style ; Development ; Developmental psychology ; Effect Size ; Fundamental and applied biological sciences. Psychology ; Human Development ; Humans ; Learning ; Mathematical Concepts ; Mathematics ; Memory ; Memory retrieval ; Mental arithmetic ; Mental Recall ; Multiplication ; Multiplication & division ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Reaction Time ; Scientific Research ; Trend Analysis</subject><ispartof>Journal of experimental child psychology, 2006-05, Vol.94 (1), p.43-56</ispartof><rights>2005 Elsevier Inc.</rights><rights>2006 INIST-CNRS</rights><rights>Copyright © 2006 Elsevier B.V. All rights reserved.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c476t-968f64ec43c8986213ef5bb0584379a5624256a89a02f6d8509b60a7381dcf543</citedby><cites>FETCH-LOGICAL-c476t-968f64ec43c8986213ef5bb0584379a5624256a89a02f6d8509b60a7381dcf543</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.jecp.2005.11.004$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,777,781,3537,27905,27906,45976</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ737795$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=17718278$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/16376370$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>De Brauwer, Jolien</creatorcontrib><creatorcontrib>Verguts, Tom</creatorcontrib><creatorcontrib>Fias, Wim</creatorcontrib><title>The representation of multiplication facts: Developmental changes in the problem size, five, and tie effects</title><title>Journal of experimental child psychology</title><addtitle>J Exp Child Psychol</addtitle><description>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.</description><subject>Adult</subject><subject>Analysis of Variance</subject><subject>Arithmetic</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child Development</subject><subject>Child Psychology</subject><subject>Cognition & reasoning</subject><subject>Cognitive Structures</subject><subject>Cognitive style</subject><subject>Development</subject><subject>Developmental psychology</subject><subject>Effect Size</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human Development</subject><subject>Humans</subject><subject>Learning</subject><subject>Mathematical Concepts</subject><subject>Mathematics</subject><subject>Memory</subject><subject>Memory retrieval</subject><subject>Mental arithmetic</subject><subject>Mental Recall</subject><subject>Multiplication</subject><subject>Multiplication & division</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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Psychophysiology</topic><topic>Reaction Time</topic><topic>Scientific Research</topic><topic>Trend Analysis</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>De Brauwer, Jolien</creatorcontrib><creatorcontrib>Verguts, Tom</creatorcontrib><creatorcontrib>Fias, Wim</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of experimental child psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>De Brauwer, Jolien</au><au>Verguts, Tom</au><au>Fias, Wim</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ737795</ericid><atitle>The representation of multiplication facts: Developmental changes in the problem size, five, and tie effects</atitle><jtitle>Journal of experimental child psychology</jtitle><addtitle>J Exp Child Psychol</addtitle><date>2006-05-01</date><risdate>2006</risdate><volume>94</volume><issue>1</issue><spage>43</spage><epage>56</epage><pages>43-56</pages><issn>0022-0965</issn><eissn>1096-0457</eissn><coden>JECPAE</coden><abstract>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. 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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.</abstract><cop>San Diego, CA</cop><pub>Elsevier Inc</pub><pmid>16376370</pmid><doi>10.1016/j.jecp.2005.11.004</doi><tpages>14</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Adult Analysis of Variance Arithmetic Biological and medical sciences Child Child Development Child Psychology Cognition & reasoning Cognitive Structures Cognitive style Development Developmental psychology Effect Size Fundamental and applied biological sciences. Psychology Human Development Humans Learning Mathematical Concepts Mathematics Memory Memory retrieval Mental arithmetic Mental Recall Multiplication Multiplication & division Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reaction Time Scientific Research Trend Analysis |
| title | The representation of multiplication facts: Developmental changes in the problem size, five, and tie effects |
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