Strategy choice procedures and the development of multiplication skill.

Siegler, Robert S.

doi:10.1037/0096-3445.117.3.258

Cited by 455 publications

(641 citation statements)

References 52 publications

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“…From both Logan's and Siegler's models (Logan, 1988;Siegler, 1988), one can expect that retrieval of prices in euros from memory would be more established for frequently bought items than for rarely bought items, the latter presenting a situation of higher uncertainty and more prone to bias. Jonas and Frey (2003) have recently shown that before the euro switch, the at the time unfamiliar currency caused decisions framed in euros to have more uncertainty and risk than the same decisions framed in DM.…”

Section: Discussionmentioning

confidence: 99%

Developing Intuition for Prices in Euros: Rescaling or Relearning Prices?

Marques¹,

Dehaene²

2004

Journal of Experimental Psychology: Applied

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This article examines how numerical intuition for prices develops after a major change in currency. University students in Portugal (Study 1) and Austria (Study 2) made price estimates for 40 different items from November 2001 to June 2002, surrounding the time at which these countries switched to the euro. Overall results are more in accordance with a relearning hypothesis, considering that price estimates become progressively more accurate by a process that is related to buying frequency and, hence, is faster for frequently bought items. An alternative global rescaling hypothesis received mixed support. Results also suggest that price estimations in euros have not yet reached a level of accuracy comparable with estimations in the former national currency.

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Section: Discussionmentioning

confidence: 99%

Developing Intuition for Prices in Euros: Rescaling or Relearning Prices?

Marques¹,

Dehaene²

2004

Journal of Experimental Psychology: Applied

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“…For the final interpretation of the results of this study consider Siegler's (1988b) recent argument that adaptive strategy choices are "part and parcel of the system's basic retrieval mechanism" (p. 272). An implication of Siegler's argument is that the use of backup strategies might not require conscious "mindful" self-regulation or metacognition.…”

Section: Discussionmentioning

confidence: 99%

“…An adaptive strategy choice is likely a function of two variables: (a) the probability of alternative strategies producing the correct answer combined with (b) the relative duration of these alternative strategies. To illustrate, memory retrieval will nearly always produce the shortest solution time, relative to the backup strategies, but retrieval is an adaptive strategy choice only if the obtained answer is likely to be correct (Geary & Burlingham-Dubree, 1989;Siegler 1988aSiegler , 1988b). Otherwise, an adaptive strategy choice would require the execution of a more time consuming but more accurate process, such as counting on fingers (Siegler, 1986).…”

Section: Strategy Choicesmentioning

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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“…Retrieval latency and procedural latency were regressed on the same three variables and on percentage retrieval use as well. Doing so, we wanted to test Siegler's (1988) prediction that retrieval frequency should correlate with retrieval eYciency but not with procedural eYciency. Indeed, both retrieval frequency and retrieval eYciency are in his model of strategy choice dependent on the peakedness of problem-answer associations, whereas procedural eYciency depends on the diYculty of executing the particular procedure.…”

Section: Regression Analysesmentioning

confidence: 99%

Effects of problem size, operation, and working-memory span on simple-arithmetic strategies: differences between children and adults?

Imbo

Vandierendonck

2007

Psychological Research

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Adult's simple-arithmetic strategy use depends on problem-related characteristics, such as problem size and operation, and on individual-diVerence variables, such as working-memory span. The current study investigates (a) whether the eVects of problem size, operation, and working-memory span on children's simple-arithmetic strategy use are equal to those observed in adults, and (b) how these eVects emerge and change across age. To this end, simple-arithmetic performance measures and a working-memory span measure were obtained from 8-year-old, 10-year-old, and 12-year-old children. Results showed that the problem-size eVect in children results from the same strategic performance diVerences as in adults (i.e., sizerelated diVerences in strategy selection, retrieval eYciency, and procedural eYciency). Operation-related eVects in children were equal to those observed in adults as well, with more frequent retrieval use on multiplication, more eYcient strategy execution in addition, and more pronounced changes in multiplication. Finally, the advantage of having a large working-memory span was also present in children. The diVerences and similarities across children's and adult's strategic performance and the relevance of arithmetic models are discussed.

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Strategy choice procedures and the development of multiplication skill.

Cited by 455 publications

References 52 publications

Developing Intuition for Prices in Euros: Rescaling or Relearning Prices?

Developing Intuition for Prices in Euros: Rescaling or Relearning Prices?

A componential analysis of an early learning deficit in mathematics

Effects of problem size, operation, and working-memory span on simple-arithmetic strategies: differences between children and adults?

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