Emergence of Information-Retrieval Strategies in Numerical Cognition: A Developmental Study

Kaye, Daniel B.; Post, Tim; Hall, Vernon C.; Dineen, John T.

doi:10.1207/s1532690xci0302_3

Cited by 35 publications

(52 citation statements)

References 14 publications

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“…Previous research has suggested that second grade subjects relie on the computation algorithm for problem solution, whereas fourth grade subjects invoke a memory retrieval process to obtain addition sums (Ashcraft & Feirman, 1982;Kaye et al, 1986). The key to resolving these contrary sets of findings most likely lies in the assessment of individual differences in strategy use; it is unlikely that all subjects within a particular group are employing identical strategies for problem solution (Kaye et al, 1986;Siegler & Shrager, 1984). In this study, averaging RT across subjects who may be utilizing different strategies for problem solution may have resulted in RT being best fitted by a structural variable which does not accurately represent the process strategies invoked to solve the presented problems (cf.…”

Section: Resultsmentioning

confidence: 99%

“…The value of the slope estimate for the min variable represented the rate at which the counter was incremented. Slope-estimate values for this variable suggest that the incrementing device is actually an implicit speech strategy (Ashcraft, Fierman, & Bartolotta, 1984;Kaye, Post, Hall, Dineen, 1986), whereby children start with the cardinal value of the larger addend and then implicitly count up a number of times equal to the value of min.…”

Section: Information Processing Models For Cognitive Arithmeticmentioning

confidence: 99%

“…Following Kaye et al (1986), we therefore examined the slope estimates for the min variable (on truenontie problems) for each of the 123 subjects in the study to determine if individual differences in strategy use existed.…”

Section: Individual Differencesmentioning

confidence: 99%

“…Secondand fourth-grade subjects were initially classified based on the min slope values provided by Kaye et al (1986, Figure 5). There were no sixth-grade subjects in the Kaye et al study.…”

Section: Individual Differencesmentioning

confidence: 99%

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Cognitive addition: Comparison of learning disabled and academically normal elementary school children

Geary¹,

Widaman²,

Little³

et al. 1987

Cognitive Development

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Simple addition problems were presented using a true/false reaction time (RT) verification paradigm to 77 academically normal and 46 learning disabled (LD) subjects in the second, fourth, or sixth grade. The experiment was designed to determine the potential process deficits associated with a learning disability in mathematics achievement. Structural models representing alternative process strategies were fit to RT data. Across grade level and academic status, RT was best fitted by structural variables representing either an implicit counting strategy or a memory retrieval process. The majority of normal and LD second-grade subjects used the implicit counting strategy for problem solution; however, LD subjects required a greater amount of time to execute this process and appeared to be deficient in the ability to self-monitor the problem-solving process. A clear shift from reliance on the implicit counting strategy to the memory-retrieval process was evident from the second to sixth grade for normal subjects. No such shift was evident for LD subjects, as the majority of these subjects relied on the counting strategy in the second, fourth, and sixth grade. Subjects having a specific learning disability in mathematics achievement appear to differ from academically normal

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Section: Resultsmentioning

confidence: 99%

Section: Information Processing Models For Cognitive Arithmeticmentioning

confidence: 99%

Section: Individual Differencesmentioning

confidence: 99%

Section: Individual Differencesmentioning

confidence: 99%

See 2 more Smart Citations

Cognitive addition: Comparison of learning disabled and academically normal elementary school children

Geary¹,

Widaman²,

Little³

et al. 1987

Cognitive Development

View full text Add to dashboard Cite

show abstract

“…According to Groen and Parkman, all counting algorithms involve the manipulation of an internal incrementing device, which in fact likely involves implicit counting (Ashcraft. Fierman, & Bartolotta, 1984;Kaye, Post, Hall, & Dineen, 1986). With one such often used procedure, counting begins with the cardinal value of the larger integer and involves incrementing in a unit-by-unit fashion a number of times equal to the value of the smaller or minimum (min) integer until a sum is obtained.…”

Section: Strategy Choice Modelmentioning

confidence: 99%

A componential analysis of an early learning deficit in mathematics

Geary

1990

Journal of Experimental Child Psychology

228

281

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This study was designed to assess strategy choice and information-processing differences in normal and mathematically disabled first and second grade children. Twenty-three normal and 29 learning disabled (LD) children solved 40 computerpresented simple addition problems. Strategies, and their associated solution times, used in problem solving were recorded on a trial-by-trial basis and each was classified in accordance with the distributions of associations model of strategy choices. Based on performance in a remedial education course, as indexed by achievement test scores, the LD sample was reclassified into an LDimproved group and an LD-no-change group. No substantive differences comparing the normal and LD-improved groups occurred in the distribution of strategy choices, strategy characteristics (e.g., error rates), or rate of information processing. The performance characteristics of the LD-no-change group, as compared to the two remaining groups, included frequent counting and memory retrieval errors, frequent use of an immature computational strategy, poor strategy choices, and a variable rate of information processing. These performance characteristics were discussed in terms of the strategy choice model and in terms of potential long-term memory and working memory capacity deficits. In addition, implications for remedial education in mathematics were discussed. o 1990 ACademic Press, Inc.A learning disability in mathematics achievement is characterized by the failure to acquire grade appropriate knowledge and problem-solving skills (Schoenfeld, 1987a). While traditional achievement measures allow for the identification of learning disabled (LD) students, they do not

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