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Mental subtraction in high- and lower skilled arithmetic problem solvers: verbal report versus operand-recognition
Catherine Thevenot1, Caroline Castel, Muriel Fanget
1Department of Psychology, University of Geneva, FAPSE, 40 bd. du Pont D'Arve, Geneva, Switzerland. catherine.thevenot@unige.ch
Journal of Experimental Psychology. Learning, Memory, and Cognition
|September 1, 2010
Summary
High-skilled adults retrieve subtraction facts from memory, while lower-skilled adults use reconstructive strategies. The operand-recognition paradigm effectively reveals these differences in subtraction problem-solving.
Area of Science:
- Cognitive Psychology
- Educational Psychology
Background:
- Adults employ various strategies to solve subtraction problems.
- Algorithmic procedures can interfere with memory recall of problem components.
- Understanding these strategies is crucial for effective mathematics education.
Purpose of the Study:
- To investigate the strategies adults use to solve subtraction problems.
- To compare the effectiveness of the operand-recognition paradigm versus verbal reports in identifying these strategies.
- To differentiate strategy use between high- and low-skilled individuals.
Main Methods:
- Utilized the operand-recognition paradigm to assess subtraction strategy use.
- Examined problem-solving for subtractions with minuends from 11 to 18.
- Compared findings with data from traditional verbal report methods.
Main Results:
- High-skilled individuals primarily retrieve subtraction facts from long-term memory.
- Lower-skilled individuals rely more on reconstructive, algorithmic strategies.
- The operand-recognition paradigm identified strategy differences, unlike verbal reports.
Conclusions:
- Operand-recognition is a sensitive measure for distinguishing subtraction strategies.
- Skill level significantly influences the choice between retrieval and reconstruction.
- Traditional verbal reports may not accurately capture cognitive processes in arithmetic.
