{"title":"中文教育成人个位数乘法和加法的操作顺序效应。","authors":"Shuyuan Yu, Chaoyue Zhao, Jo-Anne LeFevre","doi":"10.1037/cep0000369","DOIUrl":null,"url":null,"abstract":"<p><p>Is learning history preserved in the mental representation of simple arithmetic facts? We compared addition and multiplication of Chinese-educated students to address this question. Chinese-educated students learn to memorize multiplication problems in the min × max order (e.g., 6 × 8, referred to as min-first). In contrast, for addition, they are taught to decompose the smaller digit to make 10 (e.g., 8 + 6 = 8 + 2 + 4). We hypothesized that these learning experiences would be reflected in the preferred order of operands, that is, min-first for multiplication and max-first for addition. Forty-three Chinese-educated participants solved single-digit multiplication and addition problems. As anticipated, participants responded faster when addition and multiplication were presented in their preferred orders. One implication of this research is that experiences during training can be designed to enhance arithmetic fluency. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":" ","pages":""},"PeriodicalIF":1.1000,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Operand-order effects in single-digit multiplication and addition among Chinese-educated adults.\",\"authors\":\"Shuyuan Yu, Chaoyue Zhao, Jo-Anne LeFevre\",\"doi\":\"10.1037/cep0000369\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Is learning history preserved in the mental representation of simple arithmetic facts? We compared addition and multiplication of Chinese-educated students to address this question. Chinese-educated students learn to memorize multiplication problems in the min × max order (e.g., 6 × 8, referred to as min-first). In contrast, for addition, they are taught to decompose the smaller digit to make 10 (e.g., 8 + 6 = 8 + 2 + 4). We hypothesized that these learning experiences would be reflected in the preferred order of operands, that is, min-first for multiplication and max-first for addition. Forty-three Chinese-educated participants solved single-digit multiplication and addition problems. As anticipated, participants responded faster when addition and multiplication were presented in their preferred orders. One implication of this research is that experiences during training can be designed to enhance arithmetic fluency. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>\",\"PeriodicalId\":51529,\"journal\":{\"name\":\"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2025-05-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1037/cep0000369\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/cep0000369","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
Operand-order effects in single-digit multiplication and addition among Chinese-educated adults.
Is learning history preserved in the mental representation of simple arithmetic facts? We compared addition and multiplication of Chinese-educated students to address this question. Chinese-educated students learn to memorize multiplication problems in the min × max order (e.g., 6 × 8, referred to as min-first). In contrast, for addition, they are taught to decompose the smaller digit to make 10 (e.g., 8 + 6 = 8 + 2 + 4). We hypothesized that these learning experiences would be reflected in the preferred order of operands, that is, min-first for multiplication and max-first for addition. Forty-three Chinese-educated participants solved single-digit multiplication and addition problems. As anticipated, participants responded faster when addition and multiplication were presented in their preferred orders. One implication of this research is that experiences during training can be designed to enhance arithmetic fluency. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
期刊介绍：
The Canadian Journal of Experimental Psychology publishes original research papers that advance understanding of the field of experimental psychology, broadly considered. This includes, but is not restricted to, cognition, perception, motor performance, attention, memory, learning, language, decision making, development, comparative psychology, and neuroscience. The journal publishes - papers reporting empirical results that advance knowledge in a particular research area; - papers describing theoretical, methodological, or conceptual advances that are relevant to the interpretation of empirical evidence in the field; - brief reports (less than 2,500 words for the main text) that describe new results or analyses with clear theoretical or methodological import.
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