| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 6845235 | Learning and Individual Differences | 2013 | 7 Pages |
Abstract
⺠Promotion of arithmetic concepts and inhibition skills were examined in Grades 3, 4, and 5. ⺠Children solved 3-term addition and subtraction problems and completed two inhibition tasks. ⺠A demonstration of conceptually-based shortcuts was given to half of the children. ⺠The demonstration increased shortcut use, particularly if it was preferred to computation. ⺠Weak inhibitors failed to inhibit computation to use a conceptually-based shortcut.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Katherine M. Robinson, Adam K. Dubé,