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Peer reviewedGeary, David C. – Mathematical Cognition, 1996
Examined effects of problem size in mental addition among elementary children in China (n=104) and Missouri (n=105) and among undergraduates in China (n=26) and Missouri (n=35). For all Missouri subjects and Chinese through first grade, larger-valued numbers took longer and induced more errors. (Author/NBI)
Descriptors: Addition, Adults, Arithmetic, Cognitive Development
