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- Title
Spoken Numbers Versus Arabic Numerals: Differential Effects on Adults' Multiplication and Addition.
- Authors
Metcalfe, Arron W. S.; Campbell, Jamie I. D.
- Abstract
J.-A. LeFevre, Q. Lei, B. L. Smith-Chant, and D. B. Mullins (2001) examined effects of auditory versus Arabic visual presentation formats on performance of simple multiplication. They observed a smaller problem-size effect (response time [RT] increases with numerical size) with auditory stimuli compared with Arabic stimuli. If this arises during problem encoding, as opposed to during subsequent calculation processes, the authors would expect comparable Format × Problem Size interactions for both multipli- cation and addition. For multiplication, the authors replicated the finding of a smaller problem-size effect for auditory stimuli than for Arabic stimuli, but found the opposite pattem for addition whereby the problem-size effect was larger with auditory stimuli than with Arabic stimuli. Decomposition of mean RI into its ex-Gaussian components, μ and τ, demonstrated that the triple interaction arose entirely in connection with τ. This suggests that the effects of auditory versus Arabic format on RI substantially reflected format-related shifts in the use of procedural strategies.
- Subjects
LEARNING; REACTION time; EDUCATION; VISUAL learning; MATHEMATICS
- Publication
Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale, 2008, Vol 62, Issue 1, p56
- ISSN
1196-1961
- Publication type
Article
- DOI
10.1037/1196-1961.62.1.56