Arithmétique cognitive : processus, développement et différences individuelles

Lemaire, Patrick; Bernoussi, Mohamed

doi:10.3406/psy.1991.29476

Cited by 2 publications

(2 citation statements)

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“…The consensus appears to be that arithmetic facts are stored in an interrelated network in LTM (Ashcraft, 1982(Ashcraft, , 1983(Ashcraft, , 1987Ashcraft & Fierman, 1982;Campbell, 1987aCampbell, , 1987bCampbell & Graham, 1985;Lemaire & Siegler, 1995;Miller, Perlmutter, & Keating, 1984;Siegler, 1988aSiegler, , 1988bSiegler & Shipley, 1995;Siegler & Shrager, 1984;Stazyk, Ashcraft, & Hamann, 1982; for recent syntheses, see Ashcraft, 1992 1988; Lemaire & Bernoussi, 1991;McCloskey, Harley, & Sokol, 1991). According to associative models, the presentation of an arithmetic problem (e.g.…”

Section: A Brief Review Of Simple Arithmeticmentioning

confidence: 93%

The Role of Working Memory Resources in Simple Cognitive Arithmetic

Lemaire¹

1996

European Journal of Cognitive Psychology

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Two experiments tested the hypothesis that simple arithmetic requires working memory resources. Subjects were presented with a simple veri® cation task (e.g. 8 + 4 = 12. True? False?) with (or without) secondary tasks. We varied the di culty of the problems (i.e. easy vs hard problems) and the potential for inducing associative confusion (e.g. 8 4 = 12). Secondary tasks were chosen so as to overload the phonological loop and the central executive of the working memory system. We found greater disruption of performance on true problems when both the phonological loop and the central executive were overloaded, and greater disruption of performance on false problems when the central executive system was overloaded. This pattern of results is consistent with the working memory resource hypothesis and suggests that the central executive is a critical system involved in simple arithmetic. Finally, the results of the present study on both true and false problems and their implications for cognitive arithmetic theories are discussed.

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Section: A Brief Review Of Simple Arithmeticmentioning

confidence: 93%

The Role of Working Memory Resources in Simple Cognitive Arithmetic

Lemaire¹

1996

European Journal of Cognitive Psychology

Self Cite

150

135

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“…Several models have attempted to account for these processes (for review see Ashcraft, 1995;Lemaire & Bernoussi, 1991;McCloskey, Harley, & Sokol, 1991). Most research in this area uses a chronometric method.…”

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confidence: 99%

Individual Differences in Cognitive Addition

Bernoussi

1998

Psychol Rec

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This study addresses the problem of individual differences in solving simple addition problems by comparing the result of group to individual data. We found that if the group data are better explained by the currently dominant model (retrieval of arithmetic facts from memory), individual data are explained by different models at the level of the process used.The study of cognitive processes involved in solving simple arithmetic problems has aroused much interest in the past twenty years. Several models have attempted to account for these processes (for review see

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Arithmétique cognitive : processus, développement et différences individuelles

Cited by 2 publications

References 44 publications

The Role of Working Memory Resources in Simple Cognitive Arithmetic

The Role of Working Memory Resources in Simple Cognitive Arithmetic

Individual Differences in Cognitive Addition

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