Parallel processing addition and subtraction using binary coded redundant positive-digit number representation

Author(s):  
T. Tabata ◽  
F. Ueno ◽  
T. Inoue
Author(s):  
Thomas J. Faulkenberry ◽  
Alexander Cruise ◽  
Samuel Shaki

Abstract. Though recent work in numerical cognition has supported a strong tie between numerical and spatial representations (e.g., a mental number line), less is known about such ties in multi-digit number representations. Along this line, Bloechle, Huber, and Moeller (2015) found that pointing positions in two-digit number comparison were biased leftward toward the decade digit. Moreover, this bias was reduced in unit-decade incompatible pairs. In the present study, we tracked computer mouse movements as participants compared two-digit numbers to a fixed standard (55). Similar to Bloechle et al. (2015) , we found that trajectories exhibited a leftward bias that was reduced for unit-decade incompatible comparisons. However, when positions of response labels were reversed, the biases reversed. That is, we found a rightward bias for compatible pairs that was reduced for incompatible pairs. This result calls into question a purely embodied representation of place value structure and instead supports a competition model of two-digit number representation.


2017 ◽  
Vol 2 (2) ◽  
pp. 106-119
Author(s):  
Lisanul Uswah Sadieda ◽  
Agustin Eka Cahyani

To describe mental computation strategies of the dyslexic student in performing the addition and subtraction of 1-digit and 2-digit integer. Mental computation is a process of doing arithmetic calculations without using other tools. This strategy will help dyslexic students find more accurate and flexible solution while solving the arithmetic problem because it can minimize their weaknesses in terms of reading and writing. This research uses the qualitative approach. Data were collected by using a task-based interview for two dyslexic students. The results of this study indicate that dyslexic students use the spin-around strategy to solve the addition for the 1-digit number and the working from the right and from the left strategies to solve the addition for the 2-digit number. Meanwhile, to solve the subtraction problem, dyslexic students use think addition and counting back strategies for the 1-digit number and Working from The Right strategy for the 2-digit number.


1986 ◽  
Vol 25 (1) ◽  
pp. 250138 ◽  
Author(s):  
Barry L. Drake ◽  
Richard P. Bocker ◽  
Mark E. Lasher ◽  
Richard H. Patterson ◽  
William J. Miceli

2018 ◽  
Vol 84 (2) ◽  
pp. 424-439
Author(s):  
Thomas J. Faulkenberry ◽  
Alexander Cruise ◽  
Samuel Shaki

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