Effects of Working Memory, Strategy Use, and Single-Step Mental Addition on Multi-Step Mental Addition in Chinese Elementary Students

Abstract

The aim of this paper was to examine the roles of working memory, single-step mental addition skills, and strategy use in multi-step mental addition in two independent samples of Chinese elementary students through different approaches to manipulate two dimensions of task characteristics (the primary task). In Study 1, we manipulated strategy types through the dimension of schema automaticity (whether intermediate sums were 10s) and the dimension of working memory load (WML, two steps versus four steps). A hierarchical linear model (HLM) analysis was conducted at case level, strategy level, and individual level. In Study 2, we manipulated task characteristics through schema automaticity (one-time versus two-time regrouping) and the WML (partial versus complete decomposition). A three-level HLM analysis was applied. The general findings of Study 1 and Study 2 suggested that shorter response time on single-step mental addition corresponded to shorter response time on multi-step mental addition. The use of strategies (from easier to more difficult strategies) negatively predicted response time on multi-step mental addition. Easier strategy was associated with shorter response time on multi-step mental addition. Better phonological loop was associated with shorter response time on multi-step mental addition. The findings in both studies highlighted the important role of phonological loop in mental addition in Chinese children, suggesting that the involvement of a specific subcomponent of working memory in mental arithmetic might be subject to linguistic, instructional, and contextual factors.

Algebra dissociates from arithmetic in the brain semantic network

“…It is hypothesized that arithmetic problems are solved by fact retrieval, in which the facts are stored as verbal codes [11,24,29], In this regard, arithmetic is related to phonological processing ability and elicits activity in the bilateral precentral gyri that supports phonological processing. On the other hand, arithmetic has greater demand on the phonological working memory, which supports the temporary storage and updating of intermediate results in the multi-step arithmetic [64]. These results are in line with models of arithmetic operations that outline a phonological processing network [25,28,65].…”

Exploring Working Memory Capacity and Efficiency Processes to Understand Working Memory Training Outcomes in Primary School Children

“…Our large sample size (n = 113) provided confidence in the study findings. This is among the few studies examining proposed cognitive mechanisms underpinning children’s working memory training outcomes (e.g., Ding et al, 2019 ; Gathercole et al, 2019 ).…”

“…Study limitations include the post-hoc design, which meant we could only use data collected as part of the previous study ( Lau et al, 2023 ; submitted ) to study potential mechanisms, which did not include strategy use. There is growing evidence in adults that strategy use is a key cognitive mechanism underpinning working memory training outcomes ( Forsberg et al, 2020 ; Gathercole et al, 2019 ; Laine et al, 2018 ; von Bastian et al, 2022 ), and is associated with improvements in maximum span ( McNamara & Scott, 2001 ) and information processing ( Ding et al, 2019 ; Laine et al, 2018 ). Strategy use differs across childhood and adulthood ( Camos & Barrouillet, 2011 ; Chevalère et al, 2020 ), thus exploring the role of children’s strategy use in understanding working memory training outcomes is of interest.…”

The effect of a Schema-based method on correcting persistent errors in mental arithmetic: an experimental study

“…The efficiency of mental calculation is associated with two critical factors: the organization of simple arithmetic facts in long-term memory, and the processing of information in working memory ( De Rammelaere et al, 1999 ; Ding et al, 2019 ). The hypothetical model proposed by Jonides (1995) regarding the mental calculation process indicates that working memory and long-term memory are concurrently involved.…”