Psychological Development and Education ›› 2007, Vol. 23 ›› Issue (3): 32-36,43.

Previous Articles     Next Articles

The Role of Working Memory in the Verification of Simple Monomial Addition

LIAN Si-qing1, ZHANG Hong-shan1, LIN Chong-de2   

  1. 1. Mathematics Science Institute, Capital Normal University, Beijing 100037;
    2. Institute of Development Psychology, Beijing Normal University, Beijing 100875
  • Online:2007-07-15 Published:2007-07-15

PDF (PC)

Abstract: Students were chosen from the second-year in the mathematics department of a university as subjects, and were required to finish the verification of simple monomial addition equations under four conditions which were control, concurrent articulatory suppression, concurrent hand tapping, and concurrent random interval decision.Experiment results showed that three kinds of secondary tasks had significant disruption effect on the verification reaction time, but these secondary tasks had different disruption pattern on error rates of true and false equations.Theses results suggested that phonological loop, visuo-spatial sketch pad, and component of response selection be involved in the verification of simple monomial addition equations, and there be different attention demanding between the verification of true equations and that of false equations.

Key words: working memory, phonological loop, visuo-spatial sketch pad, central executive system, component of response selection, attention

[1] Baddeley A D.Working memory.Science,1992,255:556-559.
[2] Baddeley A D.Exploring the central executive.The Quarterly Journal of Experimental Psychology.1996,49A(1):5-28.
[3] Baddeley A D.Is working memory still working.European Psychologist,2002,7(2):85-97.
[4] Lemaire P,Abdi H,Fayol M.The role of working memory resources in simple cognitive arithmetic.European Journal of Cognitive Psychology,1996,8(1):73-103.
[5] Logie R H,Gilhooly K J,Wynn V.Counting on working memory in arithmetic problem solving.Memory and Cognition,1994,22(4):395-410.
[6] Fürst A J,Hitch G H.Separate roles for executive and phonological components of working memory in mental arithmetic.Memory & Cognition,2000,28 (5):774-782.
[7] De Rammelaere S,Stuyven E,Vandierendonck A.The contribution of working memory resources in the verification of simple mental arithmetic sums.Psychological Research,1999,62(1):72-77.
[8] De Rammelaere S,Stuyven E,Vandierendonck A.Verifying simple arithmetic sums and products:are the phonological loop and the central executive involved? Memory & Cognition,2001,29(2):267-273.
[9] De Rammelaere S.The role of working memory in mental arithmetic.Doctorate dissertation.Ghent:Department of Experimental Psychology,Ghent University,2002.
[10] Seitz K,Schumann-Hengsterler R.Mental multiplication and working memory.European Journal of Cognitive Psychology,2000,12(4):552-570.
[11] Vandierendonck A,De Vooght G,Van der Goten K.Interfering with the central executive by means of a random interval repetition task.Quarterly Journal of Experimental Psychology,1998,51A(1):197-218.
[12] Vandierendonck A,De Vooght G,Van der Goten K.Does random time interval generation interfere with working memory executive functions?European Journal of Cognitive Psychology.1998,10(4):413-442.
[13] Deschuyteneer M,Stuyven E,Vandierendonck A.Are " input monitoring" and " response selection" involved in aolving simple mental arithmetical sums? European Journal of Cognitive Psychology,2005,17(3):147-370.
[14] Szmalec A,Vandierendonck A,Kemps E.Response selection involves executive control:Evidence from the selective interference paradigm.Memory & Coition,2005,33(3):531-541.
[15] Trbovich P L,LeFevre J A.Phonological and visual working memory in mental addition.Memory and Cognition,2003,31(5):738-745.
[16] Lemer G,Dehaene S,Spelke E,et al.Approximate quantities and exact number words:Dissociable systems.Neuropsychologia,2003,41(14):1942-1958.
[17] Reuhkala M.Mathematical skills in ninth-graders:relationship with visuo-spatial abilities and working memory.Educational Psychology,2001,21(4):387-399.
[18] Anderson J R,Qin Y,Sohn M H,et al.An information-processing model of the BOLD response in symbol manipulation tasks.Psychonomic Bulletin and Review,2003,10:241-261.
[19] Kirshner D.Visual salience of algebraic transformationa.Journal for Research in Mathematics Education,2004,35(4); 224-257.
[20] Anderson J R,Reder L M,Lebiere G.Working memory:Activation limitations on retrieval.Cognitive Psychology,1996,30(3),221-256.
[21] Carlson R A,Sullivan M A,Schneider W.Practice and working memory effects in building procedural skill.Journal of Experimental Psychology:Learning,Memory,& Cognition,1989,15(3):517-526.
[22] Campbell J I D,Epp L J.An encoding-complex approach to numerical cognition in Chinese-English bilinguals.Canadian Journal of Experimental Psychology,2004,58(4):229-244.
[23] Cumming J J,Elkins J.Lack of automaticity in the basic addition facts as a characteristic of arithmetic learning problems and instructional needs.Mathematical Cognition,1999,5(2):149-180.
[24] Swanson H L,Rhine B.Strategy transformation in learning disabled children's math performance:Clues to the development of expertise.Journal of Learning Disabilities,1985,18(10):596-603.
[25] Zbrodoff N J,Logan G D.On the relation between production and verification tasks in the psychology of simple arithmetic.Journal of Experimental Psychology:Learning,Memory and Cognition,1990,16(1):83-97.
[26] Ashcraft M H.Math anxiety:personal,educational,and cognitive consequences.Current Directions in Psychological Science,2002,11 (5):181-185.
[27] Frinke K,Bublak P,Zihl J.Visual spatial and visual pattern working memory:Neuropsychological evidence for a differential role of left and right dorsal visual brain.Neuropsycholgia,2006,44:649-661.
[28] 沃建中,罗良,林崇德等.客体与空间工作记忆的分离:来自皮层慢电位的证据.心理学报,2005,37(6):729-738.
[29] Klauer K C,Zhao Z.Double dissociations in visual and spatial short-term memory.Journal of Experimental Psychology:General,2004,133(3):355-381.
[30] Posner M J,Mitchell R F.Chronometric analysis of classification.Psychological Review,1967,74(5):392-409.
[31] Baddaley A D.The episodic buffer:a new component of working memory? Trends in Cognitive Sciences,2000,4(11):417-423.
[1] LI Tiantian, DONG Huiqin. Children's Perception of Interparental Conflict and Anxiety: The Mediating Effect of Attention to Positive and Negative Information and the Moderating Effect of Gender [J]. Psychological Development and Education, 2023, 39(4): 488-496.
[2] JIN Xing, LIU Jinghong, MA Yue, YU Zhanyu. A Comparative Study on the Attentional Blink of Body Expression between Deaf and Normal Children [J]. Psychological Development and Education, 2023, 39(3): 305-312.
[3] ZHANG Yan, WANG Zheng, LUO Na, WANG Xiaoying, LI Xiaonan. Influence of Experience of Lovelortedness on Attentional Bias of Love-related Stimuli: Approach or Avoidance? [J]. Psychological Development and Education, 2023, 39(1): 12-20.
[4] SONG Jiaru, LIU Yuanyuan, WANG Xiuli, LI Shouxin. The Attentional Guidance Effect of Visual and Verbal Working Memory Representation [J]. Psychological Development and Education, 2022, 38(5): 609-617.
[5] WU Xia, ZHONG Xiping, JIANG Yunpeng. The Effects of Aging on Top-down Attentional Processing under Different Search Situations [J]. Psychological Development and Education, 2022, 38(1): 26-34.
[6] YU Xide, XIONG Xiling, LIANG Xiao, LU Cheng, DENG Liyi, GAO Dingguo. Ego Identity Status and Time Management in College Students: Mediating Effect of Emotion and Attention of Passage of Life Time [J]. Psychological Development and Education, 2021, 37(3): 381-390.
[7] WU Jie, WEI Furong, LI Jiaqi, WU Xia. The Effects of Parent-child Communication of High School Students on the Attention Bias of Affactive Stimuli [J]. Psychological Development and Education, 2021, 37(2): 159-166.
[8] WANG Jiale, ZHANG Hui, YANG Min. The Effect of Emotional Valence and Facial Type on Children's Inattentional Blindness [J]. Psychological Development and Education, 2021, 37(2): 153-158.
[9] SHEN Yang, YUAN Wenying, ZHAO Xiaolin, JIANG Ke, PENG Maoying, CHEN Yu, YANG Juan. The Influence of Mortality Salience on Self-name Attention Blink Sparing Effect [J]. Psychological Development and Education, 2020, 36(5): 520-527.
[10] WANG Haibin, ZHANG Pengcheng, LU Jiamei, QU Qiong, ZHANG Yan. Attentional Bias in Different Level of Pre-service Teachers' Emotional Awareness [J]. Psychological Development and Education, 2020, 36(4): 462-468.
[11] PAN Yi, ZHANG Lin. Attentional Capture by Entirely Irrelevant Stimuli Driven by the Contents of Working Memory [J]. Psychological Development and Education, 2019, 35(5): 522-529.
[12] ZHANG Hengchao. The Influence of Communicative Context on Learners' Language Selective Attention in the Learning Process [J]. Psychological Development and Education, 2019, 35(3): 320-328.
[13] LIU Xiping, WANG Beini, TANG Weihai. The Impact of Subliminal Emotional Faces on the Gaze-cueing Effect [J]. Psychological Development and Education, 2019, 35(2): 129-137.
[14] MA Yuanxiao, CHEN Xu. Subliminally Security Priming Improve the Attention Processing among Females with Insecure Attachment [J]. Psychological Development and Education, 2019, 35(1): 11-22.
[15] LIU Hanlong, ZHAO Jing. The Development of Visual Attention Span And Its Effect on Reading Fluency in Chinese Children with Developmental Dyslexia [J]. Psychological Development and Education, 2018, 34(5): 533-540.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd