Explaining the acquisition of a complex skill: methodological and theoretical considerations uncovered in the study of simple addition and the moving-on process

Document Type

Journal Article

Publisher

Kluwer Academic/Plenum Publishers

Faculty

Faculty of Community Services, Education and Social Sciences

School

School of Education

RAS ID

1080

Comments

Hopkins, S. L., & Lawson, M. J. (2002). Explaining the acquisition of a complex skill: Methodological and theoretical considerations uncovered in the study of simple addition and the moving-on process. Educational Psychology Review, 14(2), 121-154. Available here.

Abstract

Research into the development of mathematical cognition has accelerated in recent times. In this literature review, findings from different approaches to studying simple addition performance are reviewed. A review of findings from studies incorporating observation, self-report or both revealed the complex process of change associated with developing retrieval strategies for simple addition. These findings are synthesized using a model of change labelled the Moving-On Process to represent the wave-like transitional pattern of strategy use preceding retrieval. A review of findings from studies based on the analysis of reaction times revealed a robust finding known as “the problem-size effect.” Different explanations of the problem-size effect, incorporating different theoretical accounts of the nature of retrieval, exact answers, and strategy choice, are compared and contrasted. A review of findings based on a combination of both approaches uncovered important methodological considerations associated with analyzing reaction times and offers direction for future research aimed at unravelling the convoluted construct of automaticity.

DOI

10.1023/A:1014629604663

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Link to publisher version (DOI)

10.1023/A:1014629604663