Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/20088

Title: Working memory and number line representations in single-digit addition: approximate versus exact, nonsymbolic versus symbolic
Authors: Xenidou-Dervou, Iro
van der Schoot, Menno
van Lieshout, Ernest C.D.M.
Issue Date: 2015
Publisher: Taylor & Francis (© 2014 The Experimental Psychology Society)
Citation: XENIDOU-DERVOU, I., VAN DER SCHOOT, M. and VAN LIESHOUT, E.C.D.M., 2015. Working memory and number line representations in single-digit addition: approximate versus exact, nonsymbolic versus symbolic. Quarterly Journal of Experimental Psychology, 68 (6), pp.1148-1167
Abstract: How do kindergarteners solve different single-digit addition problem formats? We administered problems that differed solely on the basis of two dimensions: response type (approximate or exact), and stimulus type (nonsymbolic, i.e., dots, or symbolic, i.e., Arabic numbers). We examined how performance differs across these dimensions, and which cognitive mechanism (mental model, transcoding, or phonological storage) underlies performance in each problem format with respect to working memory (WM) resources and mental number line representations. As expected, nonsymbolic problem formats were easier than symbolic ones. The visuospatial sketchpad was the primary predictor of nonsymbolic addition. Symbolic problem formats were harder because they either required the storage and manipulation of quantitative symbols phonologically or taxed more WM resources than their nonsymbolic counterparts. In symbolic addition, WM and mental number line results showed that when an approximate response was needed, children transcoded the information to the nonsymbolic code. When an exact response was needed, however, they phonologically stored numerical information in the symbolic code. Lastly, we found that more accurate symbolic mental number line representations were related to better performance in exact addition problem formats, not the approximate ones. This study extends our understanding of the cognitive processes underlying children's simple addition skills.
Description: This is an Accepted Manuscript of an article published by Taylor & Francis in Quarterly Journal of Experimental Psychology on 19th November 2016 available online: http://www.tandfonline.com/10.1080/17470218.2014.977303
Sponsor: This work was supported by the NWO (National Dutch Organization for Scientific Research) under Grant number PROO 411 07 111.
Version: Accepted version
DOI: 10.1080/17470218.2014.977303
URI: https://dspace.lboro.ac.uk/2134/20088
Publisher Link: http://dx.doi.org/10.1080/17470218.2014.977303
ISSN: 1747-0218
Appears in Collections:Published Articles (Mathematics Education Centre)

Files associated with this item:

File Description SizeFormat
Working Memory and number line representations.pdfAccepted version1.61 MBAdobe PDFView/Open


SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.