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Autor:
Lonnemann, Jan; Yan, Song:

Titel:
Does number word inversion affect arithmetic processes in adults?

Quelle:
In: Trends in Neuroscience and Education, 4 (2015) 1/2 , 1-5

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Schlagwörter:
Arithmetik, Chinesisch, Deutsch, Einflussfaktor, Erwachsener, Experimentelle Untersuchung, Mathematische Kompetenz, Rechnen, Sprache, Zahlbegriff


Abstract(original):
Neuropsychological and developmental findings suggest that number word inversion complicates numerical processing. The aim of this study was to look for adverse effects of number word inversion in neurologically healthy adults. Addition problems were presented verbally to native speakers from China and from Germany in two different ways: familiar vs. unfamiliar (i.e., inverted number words in Chinese and non-inverted number words in German). While Chinese participants had more difficulties when confronted with problems presented in unfamiliar Chinese number words, German participants did not show more difficulties solving addition problems presented in the unfamiliar structure. Moreover, for both groups, addition problems were more difficult when a carry operation was needed and this carry effect was more pronounced for German participants. Inverted number words thus seem to complicate arithmetic processing in populations where arithmetic processing is an accomplished skill, highlighting the relevance of finding ways to deal with inversion-related difficulties in mathematics education. (DIPF/Orig.)


DIPF-Abteilung:
Bildung und Entwicklung

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last modified Nov 11, 2016