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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/17295

Title: Increasing cognitive inhibition with a difficult prior task: implications for mathematical thinking
Authors: Attridge, Nina
Inglis, Matthew
Issue Date: 2015
Publisher: Springer Verlag / © FIZ Karlsruhe
Citation: ATTRIDGE, N. and INGLIS, M., 2015. Increasing cognitive inhibition with a difficult prior task: implications for mathematical thinking. ZDM: Mathematics Education, 47(5) pp.723-734.
Abstract: Dual-process theories posit two distinct types of cognitive processing: Type 1, which does not use working memory making it fast and automatic, and Type 2, which does use working memory making it slow and effortful. Mathematics often relies on the inhibition of pervasive Type 1 processing to apply new skills or knowledge that require Type 2 processing. In two studies, we demonstrate that giving participants a difficult task (Raven’s Matrices) before a task that requires the inhibition of intuitive responses (the Cognitive Reflection Test) significantly improves performance. Our findings suggest that encountering a difficult task that requires Type 2 processing before completing a task that requires inhibition of Type 1 processing may encourage an enduring ‘Type 2’ mindset, whereby participants are more likely to spontaneously use Type 2 processing for a period of time. Implications for mathematics education are discussed.
Description: The final publication is available at Springer via http://dx.doi.org/10.1007/s11858-014-0656-1
Version: Accepted for publication
DOI: 10.1007/s11858-014-0656-1
URI: https://dspace.lboro.ac.uk/2134/17295
Publisher Link: http://dx.doi.org/10.1007/s11858-014-0656-1
ISSN: 1863-9704
Appears in Collections:Published Articles (Mathematics Education Centre)

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