TY - JOUR
T1 - Effect of Automaticity on Mental Addition
T2 - The Moderating Role of Working Memory
AU - Ding, Yi
AU - Zhang, Dake
AU - Liu, Ru De
AU - Wang, Jia
AU - Xu, Le
N1 - Funding Information:
This study was supported by the Project of Humanities and Social Sciences Key Research Base in the Ministry of Education of the People’s Republic of China (Grant No. 15JJD190001, 教育部人文社会科学重点研究基地重大项目] to Ru-De Liu. This study was partially supported by a 2016–2017 Faculty Research Grant from Fordham University to Yi Ding. Thanks to the parents, teachers, and students in participating schools. Thanks to Agnes DeRaad for editorial support. Thanks to the anonymous reviewers for their helpful and constructive comments.
Publisher Copyright:
© 2019 Taylor & Francis Group, LLC.
PY - 2021
Y1 - 2021
N2 - The aim of this research was to examine the role of working memory in moderating the effects of automaticity on mental addition in 40 Chinese third-graders from the perspectives of task characteristics and individual characteristics. In Study 1, a 2 (working memory load [WML]) × 2 (automaticity), within-subjects design was utilized. There was significant interaction effect of WML and automaticity on students’ response time in mental addition. The WML moderated the effect of automaticity on mental addition. In Study 2, we conducted an HLM analysis. Of all working-memory-capacity variables, only the phonological loop (with mathematics-based stimuli) was found to significantly moderate the effects of automaticity on students’ mental addition.
AB - The aim of this research was to examine the role of working memory in moderating the effects of automaticity on mental addition in 40 Chinese third-graders from the perspectives of task characteristics and individual characteristics. In Study 1, a 2 (working memory load [WML]) × 2 (automaticity), within-subjects design was utilized. There was significant interaction effect of WML and automaticity on students’ response time in mental addition. The WML moderated the effect of automaticity on mental addition. In Study 2, we conducted an HLM analysis. Of all working-memory-capacity variables, only the phonological loop (with mathematics-based stimuli) was found to significantly moderate the effects of automaticity on students’ mental addition.
KW - Automaticity
KW - mental addition
KW - moderating role of working-memory capacity
KW - working memory load
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U2 - 10.1080/00220973.2019.1648232
DO - 10.1080/00220973.2019.1648232
M3 - Article
AN - SCOPUS:85070898386
SN - 0022-0973
VL - 89
SP - 33
EP - 53
JO - Journal of Experimental Education
JF - Journal of Experimental Education
IS - 1
ER -