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Learning to run the number line: the development of attentional shifts during single‐digit arithmetic
Annals of the New York Academy of Sciences ( IF 4.1 ) Pub Date : 2020-08-18 , DOI: 10.1111/nyas.14464 Andrea Díaz-Barriga Yáñez 1 , Auriane Couderc 1 , Léa Longo 1 , Annabelle Merchie 1 , Hanna Chesnokova 1 , Emma Langlois 1 , Catherine Thevenot 2 , Jérôme Prado 1
Annals of the New York Academy of Sciences ( IF 4.1 ) Pub Date : 2020-08-18 , DOI: 10.1111/nyas.14464 Andrea Díaz-Barriga Yáñez 1 , Auriane Couderc 1 , Léa Longo 1 , Annabelle Merchie 1 , Hanna Chesnokova 1 , Emma Langlois 1 , Catherine Thevenot 2 , Jérôme Prado 1
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Solving single‐digit subtraction and addition problems is associated with left and right shifts of attention in adults. Here, we explored the development of these spatial shifts in children from the third to fifth grade. In two experiments, children solved single‐digit addition (Experiments 1 and 2), subtraction (Experiment 1), and multiplication (Experiment 2) problems in which operands and the arithmetic sign were shown sequentially. Although the first operand and the arithmetic sign were presented on the center of a screen, the second operand was presented either in the left or the right visual field. In Experiment 1, we found that subtraction problems were increasingly associated with a leftward bias by the fifth grade, such that problem solving was facilitated when the second operand was in the left visual field. In Experiment 2, we found that children can also associate addition problems with the right side of space by the fourth grade. No developmental increase in either leftward or rightward bias was observed for multiplication problems. These attentional shifts might be due to the increasing reliance on calculation procedures that involve mental movements to the left or right of a sequential representation of numbers during subtraction and addition.
中文翻译：
学习运行数轴：在个位数算术过程中注意力转移的发展
解决个位数的减法和加法问题与成年人注意力的左右移动有关。在这里，我们探讨了从三年级到五年级的儿童这些空间变化的发展。在两个实验中，孩子们解决了按顺序显示操作数和算术符号的个位数加法（实验 1 和 2）、减法（实验 1）和乘法（实验 2）问题。尽管第一个操作数和算术符号显示在屏幕中央，但第二个操作数显示在左侧或右侧视野中。在实验 1 中，我们发现减法问题越来越多地与五年级的左偏相关，这样当第二个操作数在左视野中时，问题解决变得容易。在实验 2 中，我们发现，到了四年级，孩子们也可以将加法问题与空间的右侧联系起来。对于乘法问题，没有观察到向左或向右偏差的发展增加。这些注意力转移可能是由于越来越依赖计算程序，这些程序涉及在减法和加法过程中向左或向右顺序表示数字的心理运动。
更新日期：2020-08-18
中文翻译：
学习运行数轴：在个位数算术过程中注意力转移的发展
解决个位数的减法和加法问题与成年人注意力的左右移动有关。在这里，我们探讨了从三年级到五年级的儿童这些空间变化的发展。在两个实验中，孩子们解决了按顺序显示操作数和算术符号的个位数加法（实验 1 和 2）、减法（实验 1）和乘法（实验 2）问题。尽管第一个操作数和算术符号显示在屏幕中央，但第二个操作数显示在左侧或右侧视野中。在实验 1 中，我们发现减法问题越来越多地与五年级的左偏相关，这样当第二个操作数在左视野中时，问题解决变得容易。在实验 2 中，我们发现，到了四年级，孩子们也可以将加法问题与空间的右侧联系起来。对于乘法问题，没有观察到向左或向右偏差的发展增加。这些注意力转移可能是由于越来越依赖计算程序，这些程序涉及在减法和加法过程中向左或向右顺序表示数字的心理运动。
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