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Individual differences in algebraic cognition: Relation to the approximate number and semantic memory systems.

Authors :
Geary, David C.
Hoard, Mary K.
Nugent, Lara
Rouder, Jeffrey N.
Source :
Journal of Experimental Child Psychology. Dec2015, Vol. 140, p211-227. 17p.
Publication Year :
2015

Abstract

The relation between performance on measures of algebraic cognition and acuity of the approximate number system (ANS) and memory for addition facts was assessed for 171 ninth graders (92 girls) while controlling for parental education, sex, reading achievement, speed of numeral processing, fluency of symbolic number processing, intelligence, and the central executive component of working memory. The algebraic tasks assessed accuracy in placing x , y pairs in the coordinate plane, speed and accuracy of expression evaluation, and schema memory for algebra equations. ANS acuity was related to accuracy of placements in the coordinate plane and expression evaluation but not to schema memory. Frequency of fact retrieval errors was related to schema memory but not to coordinate plane or expression evaluation accuracy. The results suggest that the ANS may contribute to or be influenced by spatial–numerical and numerical-only quantity judgments in algebraic contexts, whereas difficulties in committing addition facts to long-term memory may presage slow formation of memories for the basic structure of algebra equations. More generally, the results suggest that different brain and cognitive systems are engaged during the learning of different components of algebraic competence while controlling for demographic and domain general abilities. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
00220965
Volume :
140
Database :
Academic Search Index
Journal :
Journal of Experimental Child Psychology
Publication Type :
Academic Journal
Accession number :
109180415
Full Text :
https://doi.org/10.1016/j.jecp.2015.07.010