id: 06474933
dt: j
an: 2015e.00501
au: MegĂas, Patricia; Macizo, Pedro
ti: Simple arithmetic development in school age: the coactivation and selection
of arithmetic facts.
so: J. Exp. Child Psychol. 138, 88-105 (2015).
py: 2015
pu: Elsevier, Amsterdam
la: EN
cc: F32 F33 C32 C33
ut: development of simple arithmetic skills; coactivation of arithmetic facts
in school age; inhibitory control in children; arithmetic verification
task; associative confusion effect; inhibitory mechanism in arithmetic
ci:
li: doi:10.1016/j.jecp.2015.04.010
ab: Summary: We evaluated the possible inhibitory mechanism responsible for
selecting arithmetic facts in children from 8 or 9 years to 12 or 13
years of age. To this end, we used an adapted version of the negative
priming paradigm (NP paradigm) in which children received additions and
they decided whether they were correct or not. When an addition was
incorrect but the result was that of multiplying the operands (e.g.,
$2+4=8$), only children from 10 or 11 years of age onward took more
time to respond compared with control additions with unrelated results,
suggesting that they coactivated arithmetic knowledge of
multiplications even when it was irrelevant to perform the task.
Furthermore, children from 10 or 11 years of age onward were slower to
respond when the result of multiplying the operands was presented again
in a correct addition problem (e.g., $2+6=8$). This result showed the
development of an inhibitory mechanism involved in the selection of
arithmetic facts through formal education.
rv: