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Subtraction by addition.

Jamie I D Campbell1

  • 1Department of Psychology, University of Saskatchewan, Saskatoon, Saskatchewan, Canada. jamie.campbell@usask.ca

Memory & Cognition
|October 18, 2008
PubMed
Summary
This summary is machine-generated.

University students use addition to solve large subtraction problems, but rely on direct memory for small ones. This strategy speeds up calculations for more complex subtractions.

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Area of Science:

  • Cognitive Psychology
  • Mathematical Cognition
  • Human Problem Solving

Background:

  • University students frequently employ indirect strategies for basic arithmetic.
  • Solving subtraction by referencing corresponding addition problems is a common self-reported method.

Purpose of the Study:

  • To investigate whether presenting subtraction problems in an addition format affects solution latency.
  • To determine if this effect differs for small versus large subtraction problems.

Main Methods:

  • Two experiments were conducted using different addition formats (standard and reversed).
  • Participants solved subtraction problems presented in standard subtraction and two addition formats.
  • Solution latency was measured for problems with minuends greater than 10 and less than or equal to 10.

Main Results:

  • A significant latency advantage was observed for large subtraction problems in the addition format compared to the standard subtraction format.
  • The magnitude of this advantage was greater in Experiment 1 than in Experiment 2.
  • Small subtraction problems were solved equally fast in both formats in Experiment 1, but faster in the standard format in Experiment 2.

Conclusions:

  • Educated adults commonly use addition reference strategies for solving large simple subtraction problems.
  • Direct memory retrieval is the primary strategy for small subtraction problems.
  • The format of problem presentation influences the cognitive strategies employed in arithmetic problem-solving.