Titre
Relationship and transfer between mental and written arithmetic
Type
article
Institution
Externe
Périodique
Auteur(s)
Thevenot, C.
Auteure/Auteur
Castel, C.
Auteure/Auteur
Liens vers les personnes
Statut éditorial
Publié
Date de publication
2012
Volume
24
Numéro
3
Première page
286
Dernière page/numéro d’article
294
Langue
anglais
Résumé
In a first experiment, adults practiced single- and two-digit mental addition over a 6-day period. There was a clear training effect for both types of problems, even if two-digit additions were different from one day to another. Moreover, participants were tested on their written calculation abilities before and after the training programme. We showed that participants who entered the mental arithmetic training
programme did not progress more in written arithmetic than participants who did not receive any training between the pre- and the post-tests. Conversely, in a second experiment, participants were trained in multidigit written addition and we examined the effect of such training on single- and two-digit mental addition. Again and trivially, there was a clear effect of training on written addition, but, more
importantly, a transfer on mental addition. The implications of these results on the nature of the relationship between mental and written arithmetic are discussed.
programme did not progress more in written arithmetic than participants who did not receive any training between the pre- and the post-tests. Conversely, in a second experiment, participants were trained in multidigit written addition and we examined the effect of such training on single- and two-digit mental addition. Again and trivially, there was a clear effect of training on written addition, but, more
importantly, a transfer on mental addition. The implications of these results on the nature of the relationship between mental and written arithmetic are discussed.
PID Serval
serval:BIB_8AA0ECDE6A22
Date de création
2015-11-05T09:43:20.755Z
Date de création dans IRIS
2025-05-21T00:04:25Z