Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Arithmetic Sequences01:30

Arithmetic Sequences

140
An arithmetic sequence is a structured arrangement of numbers where each term is derived by adding a constant value, known as the common difference, to the previous term. This consistent pattern allows for the efficient computation of any term within the sequence as well as the cumulative sum of multiple terms. The formula for finding the nth term of an arithmetic sequence is:Here, aₙ represents the nth term of the sequence, a is the first term, d is the common difference, and n is the...
140
Arithmetic Mean01:08

Arithmetic Mean

17.0K
The arithmetic mean is the most commonly used measure of the central tendency of a data set. It is defined as the sum of all the elements constituting the data set, divided by the total number of elements. It is sometimes loosely referred to as the “average.”
When all the values in a data set are not unique, the sum in the numerator can be calculated by multiplying each distinct value by its frequency.
Sometimes, the arithmetic mean of a sample can be affected by a few data points...
17.0K
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

908
During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
908
Reason and Intuition01:37

Reason and Intuition

7.3K
The human brain processes information for decision-making using one of two routes: an intuitive system and a rational system (Epstein, 1994; popularized by Kahneman, 2011 as System 1 and System 2, respectively). The intuitive system is quick, impulsive, and operates with minimal effort, relying on emotions or habits to provide cues for what to do next, while the rational system is logical, analytical, deliberate, and methodical. Research in neuropsychology suggests that the...
7.3K
Binet's Contribution to Measures of Intelligence01:23

Binet's Contribution to Measures of Intelligence

1.6K
Alfred Binet, along with his student Théophile Simon, was tasked by the French Ministry of Education in 1904 to create a method for identifying students who struggled to learn through conventional classroom instruction. This initiative aimed to address overcrowding by placing such students in specialized schools. Binet and Simon developed an intelligence test comprising 30 tasks, ranging from simple commands, like touching one's nose or ear, to more complex tasks, such as drawing...
1.6K
Schemas01:42

Schemas

12.2K
A schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.
12.2K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Relating priming and repetition suppression.

International journal of neural systems·2002
Same author

Size tuning in the absence of spatial frequency tuning in object recognition.

Vision research·2001
Same author

Inferior temporal neurons show greater sensitivity to nonaccidental than to metric shape differences.

Journal of cognitive neuroscience·2001
Same author

Recognizing depth-rotated objects: a review of recent research and theory.

Spatial vision·2001
Same author

Invariance of long-term visual priming to scale, reflection, translation, and hemisphere.

Vision research·2001
Same author

Differing views on views: response to Hayward and Tarr (2000).

Vision research·2000
Same journal

Limited protective effects of multilingualism against age-related cognitive decline.

Memory & cognition·2026
Same journal

Validation of illustrated texts: Can pictures raise awareness of inconsistencies?

Memory & cognition·2026
Same journal

4I remember (and forget) your happy smiling face: Directed forgetting of emotionally expressive faces of in-group and out-group members.

Memory & cognition·2026
Same journal

Identity in the spotlight: Matching faces without overlapping features.

Memory & cognition·2026
Same journal

Test delay and change awareness moderate retroactive and proactive memory effects.

Memory & cognition·2026
Same journal

The Deese/Roediger-McDermott (DRM) illusion in short-term memory: Opposite effects of retention interval on true and false recognition.

Memory & cognition·2026
See all related articles

Related Experiment Videos

Mental set and mental arithmetic.

I Biederman1

  • 1Department of Psychology, State University of New York, 4230 Ridge Lea Road, 14226, Buffalo, New York.

Memory & Cognition
|November 12, 2013
PubMed
Summary
This summary is machine-generated.

The order of numbers and symbols in mental arithmetic affects problem-solving speed. Presenting the operator first speeds up calculations with more options, while presenting numbers first is faster with fewer options.

Related Experiment Videos

Area of Science:

  • Cognitive Psychology
  • Human Cognition
  • Mental Arithmetic

Background:

  • Understanding how the presentation order of mathematical elements influences cognitive processing is crucial for cognitive psychology.
  • Previous research has explored factors affecting reaction times (RTs) in arithmetic tasks.

Purpose of the Study:

  • To investigate the impact of presentation order (operator-digit vs. digit-operator) on reaction times in mental arithmetic.
  • To determine how the number of possible operators affects this relationship.

Main Methods:

  • Participants performed mental arithmetic tasks involving addition, subtraction, or multiplication of two one-digit numbers.
  • The order of presentation for the operator symbol and digits was systematically varied.
  • Reaction times were measured under different conditions (three vs. two possible operators).

Main Results:

  • When three operators were possible, presenting the operator before the digits (OD) resulted in faster reaction times.
  • When only two operators were possible, presenting the digits before the operator (DO) led to faster reaction times.
  • Reaction times in the OD condition were not affected by the number of possible operators.

Conclusions:

  • The findings suggest a trade-off between accessing active memory (DO condition) and retrieving information from long-term memory (OD condition).
  • Cognitive strategies for mental arithmetic vary based on the number of choices and presentation format.