Psychological Development and Education ›› 2014, Vol. 30 ›› Issue (3): 234-243.

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The Age-Related Differences of Arithmetic Strategy Use in Calculation：The Role of Metacognitive Monitoring and Arithmetic Knowledge

LIU Wei-fang1,2, HUA Xiao-teng1, FENG Hong-min1, HU Dong-mei1, SI Ji-wei1   

  1. 1. School of Psychology, Shandong Normal University, Jinan 250014, China;
    2. School of Social Development, Sanya University, Sanya 572022, China
  • Online:2014-05-15 Published:2014-05-15

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Abstract: Choice/No-choice method was used to explore the contributions of arithmetic knowledge and metacognitive monitoring in arithmetic strategy use in computational estimation and mental arithmetic during individual development. Total 129 participants took part in the study. The results revealed that: 1) arithmetic knowledge had an influence on complex strategy selection in computational estimation for adults and children. It also had an important role in mental arithmetic strategy execution; 2) metacognitive monitoring had a great role in computational estimation strategy selection for children. Selection of best strategy was always higher; 3) a fully mediational effect of arithmetic knowledge on age differences in strategy execution in both computational estimation and mental arithmetic had been found; a partial mediational effect of metacognitive monitoring on age differences in strategy selection in computational estimation was showed; 4) a fully mediational effect of arithmetic knowledge on metacognitive monitoring in strategy execution in both computational estimation and mental arithmetic was showed. But there was no effect on metacognitive monitoring in strategy selection which showed that metacognitive monitoring played unique role in strategy selection in computational estimation.

Key words: metacognitive monitoring, arithmetic knowledge, strategy selection, strategy execution, computational estimation, mental arithmetic

CLC Number: 

  • B844
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