Automatic activation of addition facts in arithmetic word problems

2010 ◽  
Vol 63 (2) ◽  
pp. 310-319 ◽  
Author(s):  
Josetxu Orrantia ◽  
Laura Rodríguez ◽  
Santiago Vicente
1971 ◽  
Vol 18 (6) ◽  
pp. 413-415
Author(s):  
Walter J. Sanders

Children spend a great deal of time finding answers to addition problems. In the beginning, the problems are related to classroom activity or to manipulative materials, which most children enjoy. Since answers are usually determined at this stage by counting, it frequently takes a child quite a bit of time and effort to do one problem. As the child becomes familiar with “addition situations,” emphasis shifts to skill in adding “pure numbers.” The addition facts are memorized, and column addition is introduced. Practice using column addition is coupled with applications through word problems.


1999 ◽  
Vol 58 (4) ◽  
pp. 241-250 ◽  
Author(s):  
Kerry Kawakami ◽  
Kenneth L. Dion ◽  
John F. Dovidio

In the present study, automatic stereotype activation related to racial categories was examined utilizing a primed Stroop task. The speed of participants' ink-color naming of stereotypic and nonstereotypic target words following Black and White category primes were compared: slower naming times are presumed to reflect interference from automatic activation. The results provide support for automatic activation of implicit prejudice and stereotypes. With respect to prejudice, naming latencies tended to be slower for positive words following White than Black primes and slower for negative words following Black than White primes. With regard to stereotypes, participants demonstrated slower naming latencies for Black stereotypes, primarily those that were negatively valenced, following Black than White category primes. These findings provide further evidence of the automatic activation of stereotypes and prejudice that occurs without intention.


2014 ◽  
Vol 30 (3) ◽  
pp. 231-237 ◽  
Author(s):  
Markus Quirin ◽  
Regina C. Bode

Self-report measures for the assessment of trait or state affect are typically biased by social desirability or self-delusion. The present work provides an overview of research using a recently developed measure of automatic activation of cognitive representation of affective experiences, the Implicit Positive and Negative Affect Test (IPANAT). In the IPANAT, participants judge the extent to which nonsense words from an alleged artificial language express a number of affective states or traits. The test demonstrates appropriate factorial validity and reliabilities. We review findings that support criterion validity and, additionally, present novel variants of this procedure for the assessment of the discrete emotions such as happiness, anger, sadness, and fear.


2010 ◽  
Vol 41 (3) ◽  
pp. 131-136 ◽  
Author(s):  
Catharina Casper ◽  
Klaus Rothermund ◽  
Dirk Wentura

Processes involving an automatic activation of stereotypes in different contexts were investigated using a priming paradigm with the lexical decision task. The names of social categories were combined with background pictures of specific situations to yield a compound prime comprising category and context information. Significant category priming effects for stereotypic attributes (e.g., Bavarians – beer) emerged for fitting contexts (e.g., in combination with a picture of a marquee) but not for nonfitting contexts (e.g., in combination with a picture of a shop). Findings indicate that social stereotypes are organized as specific mental schemas that are triggered by a combination of category and context information.


2019 ◽  
Author(s):  
Corey Peltier ◽  
Mindy E Lingo ◽  
Faye Autry-Schreffler ◽  
Malarie Deardorff ◽  
Leslie Mathews ◽  
...  

Students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. One specific intervention identified as a promising practice for students with a SLD is schema-based instruction (SBI). The current projects aimed to tests the efficacy of SBI under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we examined student problem solving performance on word problems requiring two-steps and combined schema structures. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance for all students on simple structure word problems, with the magnitude of effects varying across cases. The NAP, Tau, and BC-SMD effect sizes were used to quantify effects. Implications were discussed in regard to systematic replication and conditions that may impact fidelity.


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