کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
7275584 | 1473490 | 2014 | 13 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Specificity of children's arithmetic learning
ترجمه فارسی عنوان
ویژگی یادگیری ریاضی کودکان
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کلمات کلیدی
حافظه، یادگیری، منتقل کردن، مدل عناصر یکسان ریاضیات، حل مسئله،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
Among adults, arithmetic training-transfer studies have documented a high degree of learning specificity. Provided that there is a delay of at least 1 day between training and testing, performance gains do not transfer to untrained problems, nor do they transfer to complement operation-inverted problems (e.g., gains for 4 + 7 = __ do not transfer to the complement subtraction problem, 11 â 4 = __, or vice versa). Here we demonstrate the same degree of learning specificity among 6- to 11-year-old children. These results appear to rule out, for the current training paradigm, operation-level procedural learning as well as any variant of complement problem mediation that would predict transfer. Results are consistent with either or both of two types of learning: (a) item-level procedural learning and (b) a shift to memory-based performance as predicted by the elemental elements model. These results suggest a developmental pattern such that specificity of learning among children is similar to that among adults. Educational implications are noted.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of Experimental Child Psychology - Volume 122, June 2014, Pages 62-74
Journal: Journal of Experimental Child Psychology - Volume 122, June 2014, Pages 62-74
نویسندگان
Drew Walker, Daniel Bajic, Laura Mickes, Jung Kwak, Timothy C. Rickard,