ERIC Number: ED374999
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
Context and Ability Effects on Children's Development of Mental Addition.
Randhawa, Bikkar S.; And Others
To test the theory of mental calibration for mental addition it was hypothesized that the mean reaction time for problems in homogeneous sets will be faster than for problems in heterogeneous sets and that the reaction time was inversely related to ability and development (grade level) and independent of gender. Three sets of 40 addition problems were selected from the basic facts, and from combinations of addends in the range of 10 through 29. These combinations were presented by a computer program in a true-false format with the correct answers, and with answers differing by plus or minus one and plus or minue two. The problems were selected so that the digits 0 through 9 appear equally often as the first and last digit, and that the incorrect sum of one half of the problems was an odd number. Three groups of 40 problems (1-digit, 2-digit, and mixed) were presented in various orders. Results for grade, ability, and task were significant as predicted. One-digit problems in the heterogeneous set took significantly longer than 1-digit problems in the homogeneous set, but there was no significant difference in the context-related processing of 2-digit problems. It appears that mental calibration accounts for some of the processing resources in mental addition, but only in tasks that are in the declarative knowledge of the subject. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).