Age-related differences in children’s strategy repetition: A study in arithmetic

Lemaire, Patrick; Brun, Fleur

doi:10.1016/j.jecp.2016.05.014

Cited by 16 publications

(13 citation statements)

References 34 publications

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“…Finally, following previous studies on strategy repetition (e.g., Lemaire & Brun, 2016; Lemaire & Leclère, 2014a, 2014b), we tested whether participants have a tendency to repeat the same strategy on consecutive trials more often in the threat than in the control condition. Two types of trials were tested, one for which it was appropriate to repeat the same strategy across two consecutive trials in order to select the best strategy and one where it was not appropriate to repeat the same strategy.…”

Section: Methodsmentioning

confidence: 99%

“…Thus, half the trials were repeated-strategy trials (i.e., priming and target problems were best estimated with the same strategy), and half were unrepeated-strategy trials (priming and target problems were best estimated with different strategies). Following previous studies showing that strategy repetitions result from executive control mechanisms (e.g., Lemaire & Brun, 2014a, 2014b, 2016; Lemaire & Leclère, 2014a, 2014b), we studied the strategy repetition phenomenon here to determine whether executive control mechanisms can moderate ABST effect on strategy repetitions.…”

Section: Methodsmentioning

confidence: 99%

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When and how stereotype threat influences older adults’ arithmetic performance: Insight from a strategy approach.

Nicolas¹,

Lemaire²,

Régner³

2020

Journal of Experimental Psychology: General

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In three experiments, we investigated how age-related differences in cognitive performance are exacerbated by age-based stereotype threat. We adopted a strategy approach and investigated a domain, namely arithmetic, where age-related differences in participants' performance are either non-existent or very small and where effects of age-based stereotype threat have never been investigated. In two types of tasks (problem verification in Expt. 1 and computational estimation in Expts. 2 & 3), we found that age-based stereotype threat led older adults to obtain poorer performance, to adopt less systematically and less often the better strategy on each problem, to repeat the same strategy across trials even when it was inappropriate, and to execute available strategies more poorly. We also found that poorer strategy use mediated threat effects and that individual differences in processing resources moderated individuals' sensitivity to effects of stereotype threat. Our results establish that agebased stereotype threat effects are independent of the cognitive domain or tasks in which they are studied and of pre-experimental differences in young and older adults' performance. They deepen our knowledge of the mechanisms underlying age-based, and other, stereotype threat effects. They also document how domain-general and domain-specific processing resources moderate individual differences in age-based stereotype threat effects. Our findings have important implications to improve our understanding of how and when age-based (and other) stereotype threat effects occur, and, more generally, how psychosocial factors modulate agerelated changes in human cognition.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

When and how stereotype threat influences older adults’ arithmetic performance: Insight from a strategy approach.

Nicolas¹,

Lemaire²,

Régner³

2020

Journal of Experimental Psychology: General

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“…Half of the pairs were composed of the same type of problems (e.g., a rounding-down problem followed by a rounding-down problem) while the other half included different types of problems (e.g., a rounding-down problem followed by a rounding-up problem). This method was used because previous data showed strategy switch costs (Lemaire & Brun, 2016) that decreased with children's age. We thus wanted to control the influence of switching from one type of problems to the other on children's strategy selection and metacognitive sensitivity.…”

Section: Stimulimentioning

confidence: 99%

From domain-specific to domain-general? The developmental path of metacognition for strategy selection

Geurten

Meulemans

Lemaire

2018

Cognitive Development

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From domain-specific to domain-general? The developmental path of metacognition for strategy selection Metacognition, typically defined as the ability to evaluate (or monitor) and regulate (or control) the success of cognitive processes (Dunlosky & Metcalfe, 2009), has been regarded as a fundamental skill influencing cognitive performance and learning in domains as diverse as arithmetic, memory, reading, perception, and many others (Kuhn, 2000). Generally, metacognition is viewed as a global ability that is correlated across content domains, suggesting that participants who are good at evaluating their performance for one sort of task also tend to be good at evaluating their performance for another sort of task (Schraw, Dunkle, Bendixen, & Roedel, 1995). Domain-General or Domain-Specific Metacognition Processes? In adults, the assumption that metacognition is domain-general is supported by two types of evidence. First, a number of behavioral studies seem to indicate that inter-individual differences in measures of metacognitive sensitivity (i.e., how well one can discriminate between correct and incorrect responses through the monitoring of one's own performance) correlated across unrelated cognitive tasks (e.g.

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“…Researchers have carried out in-depth research on estimation strategy selection, and they found that the performance efficiency of estimation strategy selection is influenced by multiple factors, such as age [ 3 , 4 , 5 ], effects of prior-task failure/success [ 6 , 7 ], mathematics achievement [ 8 ], stereotype [ 9 ], working memory [ 10 , 11 ], and emotions [ 12 , 13 ] such as math anxiety. In particular, numerous studies have looked at the relationship between math anxiety and math performance and demonstrated a negative correlation between the two [ 14 , 15 , 16 ].…”

Section: Introductionmentioning

confidence: 99%

Estimation Strategy Selection Is Modulated by Snapshot Emotional Priming, but Not Math Anxiety

Zhu

Zhao

Han

et al. 2022

IJERPH

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The present study explored the role of snapshot emotional priming and math anxiety in estimation strategy selection. Participants were asked to complete a two-digit multiplication estimation task (e.g., 34 × 67) under explicit (Experiment 1) and implicit (Experiment 2) snapshot emotional priming conditions by freely choosing to use DU (down-up, e.g., doing 30 × 70 = 2100 for 34 × 67) or UD (up-down, e.g., doing 40 × 60 = 2400 for 34 × 67) strategies to arrive as close as possible to the correct answer. In Experiment 1, individuals’ estimation performance was positively influenced by explicit happy priming (shorter RT (reaction time)), while not affected by explicit fear priming. In Experiment 2, individuals’ estimation ACC (accuracy) when using the UD strategy was negatively affected by both implicit happy and fear priming, but their RT when using DU and UD strategies was positively impacted by implicit happy priming. In both experiments, the correlations between math anxiety and estimation performance (ACC, RT, and strategy selection adaptivity) was not significant. The present study suggests that fear priming was not always detrimental to individuals’ estimation performance, and happy priming did not always universally improve individuals’ estimation performance. Additionally, estimation strategy selection was not influenced by math anxiety.

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Age-related differences in children’s strategy repetition: A study in arithmetic

Cited by 16 publications

References 34 publications

When and how stereotype threat influences older adults’ arithmetic performance: Insight from a strategy approach.

When and how stereotype threat influences older adults’ arithmetic performance: Insight from a strategy approach.

From domain-specific to domain-general? The developmental path of metacognition for strategy selection

Estimation Strategy Selection Is Modulated by Snapshot Emotional Priming, but Not Math Anxiety

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