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A longitudinal study of children's performance on simple multiplication and division problems

Jolien De Brauwer (UGent) and Wim Fias (UGent)
(2009) DEVELOPMENTAL PSYCHOLOGY. 45(5). p.1480-1496
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Abstract
The authors investigated the performance on simple multiplication and division problems of 8-year-old children longitudinally to determine the developmental trajectories of both operations. Twice a year, during 2 consecutive school years, children performed a multiplication and division verification task and a number-matching task. All effects that were observed in multiplication performance (problem size, 5, and tie effect and Tie x Size interaction) were also observed in division performance. The developmental trajectories of these effects are described. The authors observed strong developmental parallels between both operations. These results are in line with strongly interconnected memory networks for multiplication and division facts, at least in young children. The results of the number-matching task showed that the interference effect developed differently for multiplication and division, indicating that automatic activation spreading from division operands to division answers is not at work in children of that age.
Keywords
FACTS, BASIC ARITHMETIC SKILLS, IDENTICAL ELEMENTS MODEL, TIME-ACCURACY FUNCTIONS, MENTAL MULTIPLICATION, DEVELOPMENTAL-CHANGE, INDIVIDUAL-DIFFERENCES, OBLIGATORY ACTIVATION, PROBLEM SIZE, AUTOMATIC ACTIVATION, simple division, development, arithmetic, memory retrieval, simple multiplication

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Citation

Please use this url to cite or link to this publication:

MLA
De Brauwer, Jolien, and Wim Fias. “A Longitudinal Study of Children’s Performance on Simple Multiplication and Division Problems.” DEVELOPMENTAL PSYCHOLOGY 45.5 (2009): 1480–1496. Print.
APA
De Brauwer, J., & Fias, W. (2009). A longitudinal study of children’s performance on simple multiplication and division problems. DEVELOPMENTAL PSYCHOLOGY, 45(5), 1480–1496.
Chicago author-date
De Brauwer, Jolien, and Wim Fias. 2009. “A Longitudinal Study of Children’s Performance on Simple Multiplication and Division Problems.” Developmental Psychology 45 (5): 1480–1496.
Chicago author-date (all authors)
De Brauwer, Jolien, and Wim Fias. 2009. “A Longitudinal Study of Children’s Performance on Simple Multiplication and Division Problems.” Developmental Psychology 45 (5): 1480–1496.
Vancouver
1.
De Brauwer J, Fias W. A longitudinal study of children’s performance on simple multiplication and division problems. DEVELOPMENTAL PSYCHOLOGY. 2009;45(5):1480–96.
IEEE
[1]
J. De Brauwer and W. Fias, “A longitudinal study of children’s performance on simple multiplication and division problems,” DEVELOPMENTAL PSYCHOLOGY, vol. 45, no. 5, pp. 1480–1496, 2009.
@article{784327,
  abstract     = {The authors investigated the performance on simple multiplication and division problems of 8-year-old children longitudinally to determine the developmental trajectories of both operations. Twice a year, during 2 consecutive school years, children performed a multiplication and division verification task and a number-matching task. All effects that were observed in multiplication performance (problem size, 5, and tie effect and Tie x Size interaction) were also observed in division performance. The developmental trajectories of these effects are described. The authors observed strong developmental parallels between both operations. These results are in line with strongly interconnected memory networks for multiplication and division facts, at least in young children. The results of the number-matching task showed that the interference effect developed differently for multiplication and division, indicating that automatic activation spreading from division operands to division answers is not at work in children of that age.},
  author       = {De Brauwer, Jolien and Fias, Wim},
  issn         = {0012-1649},
  journal      = {DEVELOPMENTAL PSYCHOLOGY},
  keywords     = {FACTS,BASIC ARITHMETIC SKILLS,IDENTICAL ELEMENTS MODEL,TIME-ACCURACY FUNCTIONS,MENTAL MULTIPLICATION,DEVELOPMENTAL-CHANGE,INDIVIDUAL-DIFFERENCES,OBLIGATORY ACTIVATION,PROBLEM SIZE,AUTOMATIC ACTIVATION,simple division,development,arithmetic,memory retrieval,simple multiplication},
  language     = {eng},
  number       = {5},
  pages        = {1480--1496},
  title        = {A longitudinal study of children's performance on simple multiplication and division problems},
  url          = {http://dx.doi.org/10.1037/a0015465},
  volume       = {45},
  year         = {2009},
}

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