文献类型：期刊文献

英文题名：Effects of Working Memory, Strategy Use, and Single-Step Mental Addition on Multi-Step Mental Addition in Chinese Elementary Students

作者：Ding, Yi[1];Liu, Ru-De[2];Liu, Hongyun[2];Wang, Jia[3];Zhen, Rui[4];Jiang, Rong-Huan[2]

第一作者：Ding, Yi

通讯作者：Liu, RD[1]

机构：[1]Fordham Univ, Grad Sch Educ, New York, NY 10023 USA;[2]Beijing Normal Univ, Fac Psychol, Beijing Key Lab Appl Expt Psychol, Inst Dev Psychol,Natl Demonstrat Ctr Expt Psychol, Beijing, Peoples R China;[3]Beijing Union Univ, Teachers Coll, Beijing, Peoples R China;[4]Hangzhou Normal Univ, Inst Psychol Sci, Hangzhou, Zhejiang, Peoples R China

第一机构：Fordham Univ, Grad Sch Educ, New York, NY 10023 USA

通讯机构：[1]corresponding author), Beijing Normal Univ, Fac Psychol, Beijing Key Lab Appl Expt Psychol, Inst Dev Psychol,Natl Demonstrat Ctr Expt Psychol, Beijing, Peoples R China.

年份：2019

卷号：10

期号：FEB

外文期刊名：FRONTIERS IN PSYCHOLOGY

收录：;Scopus(收录号：2-s2.0-85061049862);WOS:【SSCI(收录号:WOS:000457845600001)】；

基金：This study was supported by the Project of Humanities and Social Sciences Key Research Base in Ministry of Education of the People's Republic of China (15JJD190001) to R-DL. This study was partially supported by a 2016-2017 Faculty Research Grant from Fordham University and Proof of Concept and Research Grant from the Graduate School of Education at Fordham University to YD.

语种：英文

外文关键词：working memory; automaticity; strategy use; mental addition; Chinese elementary students

摘要：The aim of this paper was to examine the roles of working memory, single-step mental addition skills, and strategy use in multi-step mental addition in two independent samples of Chinese elementary students through different approaches to manipulate two dimensions of task characteristics (the primary task). In Study 1, we manipulated strategy types through the dimension of schema automaticity (whether intermediate sums were 10s) and the dimension of working memory load (WML, two steps versus four steps). A hierarchical linear model (HLM) analysis was conducted at case level, strategy level, and individual level. In Study 2, we manipulated task characteristics through schema automaticity (one-time versus two-time regrouping) and the WML (partial versus complete decomposition). A three-level HLM analysis was applied. The general findings of Study 1 and Study 2 suggested that shorter response time on single-step mental addition corresponded to shorter response time on multi-step mental addition. The use of strategies (from easier to more difficult strategies) negatively predicted response time on multi-step mental addition. Easier strategy was associated with shorter response time on multi-step mental addition. Better phonological loop was associated with shorter response time on multi-step mental addition. The findings in both studies highlighted the important role of phonological loop in mental addition in Chinese children, suggesting that the involvement of a specific subcomponent of working memory in mental arithmetic might be subject to linguistic, instructional, and contextual factors.