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NC3 Flashcards

1
Q

Wynn (1992)

5 month old infants have arithmetic

A

Expectations

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2
Q

Wynn (1992)

5 month old infants have

A

Arithmetic expectations

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3
Q

Wynn (1992)

_____ infants have arithmetic expectations

A

5 month old

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4
Q

Wynn (1992)

How did they know that the infants had arithmetic expectations?

A

Babies look longer at unexpected events

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5
Q

McCrink + Wynn (2004)

Method:

Occluder rises to cover objects, which were either _______ or __________

A

Added to

Subtracted from

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6
Q

McCrink + Wynn (2004)

Found that ___ olds also have arithmetic expectations

A

9 month

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7
Q

Huttenlocher et al., (1994) found __________ arithmetic skills in preschool children

A

Non-symbolic

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8
Q

Huttenlocher et al., (1994)

Evidence of non-symbolic arithmetic skills in __________

A

Preschool children (2-4)

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9
Q

Huttenlocher et al., (1994)

Conclusion

Preschool children display

A

Mental model for arithmetic before formal schooling

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10
Q

Huttenlocher et al., (1994)

Non-symbolic arithmetic skills increased

A

With age

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11
Q

Huttenlocher et al., (1994)

_________ increased with age

A

Non symbolic arithmetic skills

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12
Q

Huttenlocher et al., (1994)

Found a decrease in performance with

A

Increasing problem size (1+1 easier than 4+1)

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13
Q

(Rasmussen + Bisanz, 2005)

________ memory relates to non-symbolic calculation

A

Visuospatial working

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14
Q

Jordan et al., (2007)

Non-verbal calculation predicts

A

Later math achievement

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15
Q

Levine et al., 1992

RQ: What are the effects of

A

Different formats in children 4 to 6 1/2

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16
Q

Levine et al., 1992

What were the 3 formats of math problem presented

A

Non verbal

Word problems

Abstract symbolic problems

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17
Q

Levine et al., 1992

Findings (older children)

A

More accurate in all formats

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18
Q

Levine et al., 1992

Findings (addition)

A

All children were more accurate in non-verbal format

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19
Q

Levine et al., 1992

Findings (subtraction - what were children most accurate in?)

A

Children were more accurate in NON-VERBAL format (e.g. dots)

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20
Q

Levine et al., 1992

Findings (subtraction) what were children least accurate in?

A

Abstract symbolic

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21
Q

Levine et al., 1992

Spontaneous use of ____________ when children had to solve word/abstract problems

A

Fingers

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22
Q

Levine et al., 1992

What was found in terms of HOW the children tackled the math problems (verbal & abstract)

A

Spontaneously used fingers

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23
Q

Hembree (1992) conducted a meta analysis on…

A

The effect of MANIPULATIVEs and PROBLEM FORMAT on arithmetic skills

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24
Q

Hembree (1992) (Meta-analysis on problem format/manipulatives)

Up to 7 years old…

A

Providing manipulatives improves accuracy

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25
Q

Hembree (1992) (Meta-analysis on problem format/manipulatives)

Children are more accurate when problems refer to….

A

Real situations and objects

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26
Q

Children are more accurate when problems refer to real situations and objects, as opposed to more ___________ or _________

A

Forms

Non-familiar contexts

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27
Q

Children’s accuracy can be improved by

  1. Problems refer to real situations/objects
  2. Familiar contexts
  3. ____________
A

Use of pictures

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28
Q

How to solve word problems? 4 steps (CESP)

A
  1. Create representation
  2. Extract relevant info
  3. Select appropriate operation
  4. Perform the operation
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29
Q

Three major classes of word problems

A

Easy
Moderate
Hard

30
Q

Children spontaneously develop _____________

A

Invented strategies

31
Q

Children spontaneously develop invented strategies, e.g. (2)

A
  1. Count all

2. Count from first

32
Q

Children’s “invented strategies” were studied using

A

Micro-genetic designs

33
Q

(Siegler et al., 1988)

Distributions of ________

A

Associations network

34
Q

(Siegler et al., 1988)

__________ associations

A

Distributions of

35
Q

3 steps of Siegler et al., (1988)s Distributions of Associations Network

A
  1. Start with procedural strategies
  2. Every time, association between prob. and answer strengthened
  3. If strength of association exceeds the threshold, answer is retrieved
36
Q

Siegeler et al., 1988

Distributions of associations network

Analysis of the performance…(2)

A
  1. More errors with LARGER operands

2. Incorrect answers are often related to the operands rather than completely unrelated

37
Q

Siegeler et al., 1988

Distributions of associations network

Incorrect answers are often related to the

A

Operands rather than being completely unrelated

38
Q

Siegler et al., 1999

Overlapping ______ model

A

Waves

39
Q

Siegler et al., 1999

______________ model

A

Overlapping waves

40
Q

Siegler et al., 1999

Overlapping waves model suggests

A

Strategies overlap - children may select from any one of these

41
Q

Siegler et al., 1999
Overlapping waves model

Strategies overlap, rather than being a

A

Staircase model

42
Q

Staircase model

A

Sudden transitions ‘steps’

43
Q

There are four dimensions of strategy use… (4 S’s)

A

Strategy repertoire
Strategy distribution
Strategy efficiency
Strategy selection

44
Q

A strategy repertoire is

A

The range of strategies one may use

45
Q

Strategy distribution is

A

Relative frequency of use

46
Q

Strategy efficiency is

A

Accuracy/speed in implementing a strategy

47
Q

Strategy selection is

A

Whether or not one makes appropriate choice based on a strategies efficiency

48
Q

Strategy repertoire/distribution/efficiency/selection

These are the

A

Four dimensions of strategy use

49
Q

Choice/no choice paradigm

Method:

A

Participants either told to choose a strategy or are instructed to use a strategy

50
Q

Choice/no choice paradigm

In the no choice paradigm…

A

Good performance with small additions

Not with subtractions

51
Q

Choice/no choice paradigm

In the choice paradigm

A

Uses retrieval for small additions

Counts for subtractions

52
Q

In the NO CHOICE paradigm, children used retrieval for small additions but counted for subtractions. This shows they made

A

An adaptive strategy choice

53
Q

In order to succeed in domain-specific mathematical problems, you must employ (2)

A
  1. D-S mathematical knowledge

2. Domain-general executive function and language

54
Q

3 examples of Executive function skills

A
  1. Working memory
  2. Inhibition
  3. Shifting
55
Q

Working memory

A

Ability to monitor/manipulate info in mind

56
Q

Inhibition

A

Ability to suppress irrelevant info/ignore distractions

57
Q

Shifting

A

Capacity for flexible thinking/shifting of attention between different tasks

58
Q

Two types of working memory

A

Verbal

Visuospatial

59
Q

Example of a Verbal working memory test

A

Backward digit span

60
Q

Example of a visuospatial working memory test

A

Corsi task

61
Q

Cross-sectional/longitudinal studies have revealed that VERBAL WM is a STRONG PREDICTOR OF

A

Word arithmetic (written/verbal; word problem solving)

62
Q

Szucs et al., 2014

Verbal WM __ Visuospatial WM

A

>

63
Q

Clinical studies show children with math learning difficulties have

A

Reduced Verbal WM capacity

64
Q

(Cragg et al., 2017)

WM is required to access…..

A

Arithmetic facts LONG term

65
Q

Inhibition

Distraction might be _______ or __________

A

Internal

External

66
Q

Gragg et al., 2017

Inhibition might be relevant to (2)

A
  1. Inhibiting irrelevant info

2. Suppressing retrieval of incorrect number facts

67
Q

Conflicting research as to whether _________ is related to math achievement (Szucs et al., 2013; Lee et al., 2012)

A

Inhibition

68
Q

“Switching attention flexibly from one task to another, or considering multiple perspectives at the same time”

A

Shifting

69
Q

Yeniad et al., (2013)

Shifting is __________ to math achievement

A

Correlated

70
Q

How is language related to arithmetic?

A

Children need good language skills to learn verbal number words & understand instructions/word problems

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