Extracting parity and magnitude from Arabic numerals: Developmental changes in number processing and mental representation

被引:188
作者
Berch, DB
Foley, EJ
Hill, RJ
Ryan, PM
机构
[1] Us Dept Educ, Off Educ Res & Improvement, Washington, DC 20208 USA
[2] St Thomas Univ, Miami, FL 33054 USA
[3] Univ Arizona, Tucson, AZ 85721 USA
[4] Univ Cincinnati, Cincinnati, OH 45221 USA
关键词
children; parity; magnitude; SNARC effect; mental number line; markedness;
D O I
10.1006/jecp.1999.2518
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Children from Grades 2, 3, 4, 6, and 8 (7.8, 9.2, 9.8, 11.7, and 13.6 years old, respectively) made speeded, bimanual parity (odd/even) judgments of the Arabic numerals 0-9. Analysis of response times indicated that from fourth grade on, parity information is retrieved directly from memory rather than being extracted by means of it mental calculation strategy. As early as Grade 3, children exhibited the SNARC (Spatial-Numerical Association of Response Codes) effect, where small numbers were responded to faster with the left hand than with the right hand, while the converse held true for large numbers. This finding, previously demonstrated only in adults, confirms that (a) children represent magnitude information in the form of a left-to-right oriented mental number line, and (b) this information is accessed obligatorily even when irrelevant. Finally, although the SNARC effect remained strong at Grade 4, it was attenuated at Grades 6 and 8 by a linguistic effect based on associations between the unmarked adjectives "even" rind "right" and between the marked adjectives "odd" and "left." (C) 1999 Academic Press.
引用
收藏
页码:286 / 308
页数:23
相关论文
共 25 条
[1]  
[Anonymous], 1996, Math. Cogn
[2]  
[Anonymous], 1989, Curriculum and evaluation standards for school mathematics
[3]  
Ashcraft M.H., 1995, MATH COGNITION, V1, P3
[4]   COGNITIVE ARITHMETIC - A REVIEW OF DATA AND THEORY [J].
ASHCRAFT, MH .
COGNITION, 1992, 44 (1-2) :75-106
[5]  
BERCH DB, 1998, ANN M M PSYCH SOC WA
[6]   INTEGRATED VERSUS MODULAR THEORIES OF NUMBER SKILLS AND ACALCULIA [J].
CLARK, JM ;
CAMPBELL, JID .
BRAIN AND COGNITION, 1991, 17 (02) :204-239
[7]  
Cohen L., 1995, Mathematical Cognition, V1, P83, DOI DOI 10.1155/2014/461647
[8]   ATTENTION, AUTOMATICITY, AND LEVELS OF REPRESENTATION IN NUMBER PROCESSING [J].
DEHAENE, S ;
AKHAVEIN, R .
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION, 1995, 21 (02) :314-326
[9]   VARIETIES OF NUMERICAL ABILITIES [J].
DEHAENE, S .
COGNITION, 1992, 44 (1-2) :1-42
[10]   PREVERBAL AND VERBAL COUNTING AND COMPUTATION [J].
GALLISTEL, CR ;
GELMAN, R .
COGNITION, 1992, 44 (1-2) :43-74