Does the Number of Available Strategies Change How Children Perform Cognitive Tasks? Insights from Arithmetic - Archive ouverte HAL Accéder directement au contenu
Article Dans Une Revue Journal of Educational and Developmental Psychology Année : 2017

Does the Number of Available Strategies Change How Children Perform Cognitive Tasks? Insights from Arithmetic

Résumé

Fifth and seventh-graders accomplished computational estimation tasks in conditions where only one versus two strategies were available. Children were told which strategy to execute on each problem. Results showed that both groups of children were faster under one-strategy condition than under two-strategy condition and that age-related differences in performance were larger under two-strategy condition. Also, differences in strategy performance tended to vary as a function of the number of strategies, and this strategy difference was largest in younger children. These findings have implications to further our understanding of strategy execution in arithmetic and in other cognitive domains, as well as of age-related differences in children’s performance during cognitive development.
Fichier principal
Vignette du fichier
b99f32_348b37335ff04772a19317dc37e5a963.pdf (170.16 Ko) Télécharger le fichier
Origine : Fichiers éditeurs autorisés sur une archive ouverte

Dates et versions

hal-04502728 , version 1 (13-03-2024)

Identifiants

Citer

Patrick Lemaire, Koen Luwel, Fleur Brun. Does the Number of Available Strategies Change How Children Perform Cognitive Tasks? Insights from Arithmetic. Journal of Educational and Developmental Psychology, 2017, 7 (2), pp.43-50. ⟨10.5539/jedp.v7n2p43⟩. ⟨hal-04502728⟩

Collections

CNRS UNIV-AMU LPC
4 Consultations
5 Téléchargements

Altmetric

Partager

Gmail Facebook X LinkedIn More