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Direct linkBraithwaite, David W.; Sprague, Lauren; Siegler, Robert S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
To explain children's difficulties learning fraction arithmetic, Braithwaite et al. (2017) proposed FARRA, a theory of fraction arithmetic implemented as a computational model. The present study tested predictions of the theory in a new domain, decimal arithmetic, and investigated children's use of conceptual knowledge in that domain. Sixth and…
Descriptors: Number Concepts, Numbers, Arithmetic, Fractions
Pinhas, Michal; Pothos, Emmanuel M.; Tzelgov, Joseph – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
The representation of numbers is commonly viewed as an ordered continuum of magnitudes, referred to as the "mental number line." Previous work has repeatedly shown that number representations evoked by a given task can be easily altered, yielding an ongoing discussion about the basic properties of the mental number line and how malleable…
Descriptors: Evidence, Numbers, Number Concepts, Number Systems
Campbell, Jamie I. D.; Parker, Helen R.; Doetzel, Nicole L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2004
In Experiment 1, adults (n = 48) performed simple addition, multiplication, and parity (i.e., odd-even) comparisons on pairs of Arabic digits or English number words. For addition and comparison, but not multiplication, response time increased with the number of odd operands. For addition, but not comparison, this parity effect was greater for…
Descriptors: Reaction Time, Arithmetic, Number Concepts, Psychological Studies
