The influence of the place-value structure of the Arabic number ...

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eye fixation behaviour for the evaluation of basic numerical processes has come from studies on basic number related tasks such as number reading (Brysbaert, 1995) and magnitude comparison (Moeller, Fischer, Nuerk, & Willmes, 2009a) as well as more complex tasks such as the number bisection task (Moeller, Fischer, Nuerk, & Willmes, 2009b) . As regards addition, a first study evaluating eye fixation behaviour has been reported by Green et al. (2007). Yet, the authors employed eye-tracking to validate the use of strategies, which the participants were instructed to apply, but did not use the eye fixation data to investigate the nature of the cognitive mechanisms underlying the difficulty of carry operations in multi-digit addition. This will be the main focus of the current study. In summary, eye movement measures seem to be well-suited to offer new insights into the sequence and the nature of cognitive processes employed in both rather basic and more complex numerical tasks. Based on this the current study aimed at dissociating two different processes associated with solving carry addition problems. These processes may help to better understand what makes carry addition problems more difficult than their non-carry counterparts. Objectives of the current study Despite the fact that it is widely agreed that the requirement of a carry is a crucial predictor of difficulty in multi-digit addition, the question what exactly causes the difficulty associated with the carry operation is not yet resolved. We suggest that at least two processes involved in processing a carry in addition can be differentiated which may drive the increased difficulty of these problems. (i) Before any carry procedure can be executed it has to be recognized that a carry is needed to compute the correct result. One way to determine whether a carry is needed or not is to keep track of the sum of the to-be-added unit digits: a carry is required whenever the unit sum is equal or larger than 10. In this case, the decade digit of the 64
unit sum has to be carried to the decade digit of the result. Consider here for instance 25 + 39: the sum of the unit digits is 5 + 9 = 14 and thus a carry is necessary to obtain the correct result. Thereby, the necessity of a carry is driven by calculation processes upon the unit digits. (ii) After it has been recognized that a carry is needed the carry procedure still has to be executed properly: This means that the carry, i.e., the decade digit of the unit sum, has to be added to the sum of the decade digits of the summands. In above mentioned example, the decade digit of the unit sum is 1 (from 14). Adding this to the sum of the decade digits of the summands, i.e., 2 + 3 + 1 = 6 (italics indicating carry) results in the decade digit of the correct result (25 + 39 = 64). The carry effect in addition has mainly been investigated by reaction time experiments (Deschuyteneer et al., 2005; Fürst & Hitch, 2000; Klein et al., submitted) as well as functional Magnetic Resonance Imaging (fMRI) studies (Kong et al., 2005). However, to investigate the nature and sequence of the basic cognitive processes underlying the carry effect in addition a more fine-grained analysis by a supplemental evaluation of participants’ eye fixation behaviour may be informative since eye fixations are an established indicator of what is being processed at the moment (e.g., Rayner & Pollatsek, 1989). Applied to an addition problem this means that identifying which digit is fixated at a time also indicates which digit is actually processed. In the current study, we applied this assumption to an addition verification task and derived specific hypotheses for the influence of underlying cognitive processes on the eye fixation behaviour in addition problems with and without carry. First, the validity of eye movement data can be studied for this effect. Eye movement research has shown that increasing task difficulty is resolved by either more fixations and/or longer total reading times 65
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The influence of the place-value st
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Ich möchte mich an dieser Stelle b
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ZUSAMMENFASSUNG Das wissenschaftlic
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Study 5: All for one but not one fo
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Classification performance ........
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The Arabic place-value structure an
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Large problem size > small problem
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ABSTRACT ..........................
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Study 2: On the cognitive instantia
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LIST OF FIGURES Section 1: General
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Section 4: The neurocognitive under
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LIST OF TABLES Section 1: General I
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Section 5: A computational model of
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Number, the simplest and most unive
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limited set of symbols. To achieve
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interexponential structuring princi
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(i) separating power and base dimen
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Abstract Code Model Verbal number C
Page 39 and 40: of the Arabic number system within
Page 41 and 42: previous studies on two-digit numbe
Page 43 and 44: eview), questions concerning repres
Page 45 and 46: esponses are easier (i) for problem
Page 47 and 48: 2009c). Based on the framework of t
Page 49 and 50: scarce (but see Domahs et al., 2006
Page 51 and 52: y Studies 5 and 6 of the current th
Page 53 and 54: OVERVIEW OVER THE STUDIES INCORPORA
Page 55 and 56: a view was corroborated by a variet
Page 57 and 58: would indicate influences of verbal
Page 59 and 60: 2. Study 6: Impairments of the ment
Page 61 and 62: eplicate processes of unit-decade i
Page 63 and 64: determinants shall be reviewed. Mor
Page 65 and 66: Study 6: Hoeckner, S., Moeller, K.,
Page 67 and 68: Section 2 Task invariant influences
Page 69 and 70: ABSTRACT Over the last years, evide
Page 71 and 72: The authors used a magnitude compar
Page 73 and 74: Such congruency is important as mos
Page 75 and 76: Procedure: After ten randomly chose
Page 77 and 78: compatibility effect for large unit
Page 79 and 80: 2004). So, increasing the maximum u
Page 81 and 82: proportions in earlier studies. The
Page 83 and 84: CONCLUSIONS In summary, the conclus
Page 86 and 87: Study 2 On the cognitive instantiat
Page 88 and 89: INTRODUCTION One of the probably mo
Page 92 and 93: (see Rayner, 1998 for a review). Tr
Page 94 and 95: Procedure: After being seated with
Page 96 and 97: adjustment of the degrees of freedo
Page 98 and 99: Eye fixation behaviour TRT in ms To
Page 100 and 101: or the decade digits was found (393
Page 102 and 103: egressions were directed to the sec
Page 104 and 105: the requirement of a carry is deter
Page 106 and 107: In line with this prediction, total
Page 108 and 109: Instead, it seems to involve differ
Page 111 and 112: Section 3 On the importance of plac
Page 113 and 114: ABSTRACT The mental number line of
Page 115 and 116: preschoolers aged 4). However, the
Page 117 and 118: still represented even when only th
Page 119 and 120: specificity. Yet, in adults it has
Page 121 and 122: METHOD The reported experiment was
Page 123 and 124: child separately to obtain estimati
Page 125 and 126: indicated that Italian children’s
Page 127 and 128: striking similarity between the ori
Page 129 and 130: Inversion influences on estimation
Page 131 and 132: % overall Estimation Error 25 20 15
Page 133 and 134: seem to be the origin of the perfor
Page 135 and 136: this system. In this case no langua
Page 137 and 138: two-linear model with one linear re
Page 139 and 140: and 40 is 10 times as large as the
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APPENDIX A A remark on how to evalu
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Splitting the overall interval in t
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much closer to the proposed breakpo
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the individual approach may be more
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Contrarily, data produced by a two-
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Study 4 Early place-value understan
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INTRODUCTION Dealing with (multi-di
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has been shown that other represent
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number system as formalized by its
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124 10024, see Deloche & Seron, 19
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Please note that in contrast to Miu
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Roid, Prifitera, & Weiss, 1993; see
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effect-based approach has never bee
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(ii) In the magnitude comparison ta
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problem of capitalizing on differen
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Error rate in % Error Categories (c
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positively correlated with overall
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(ii) Effect approach analyses of pr
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whether the carry effect for additi
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Non-carry problems: For the percent
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from basic numerical concepts to ar
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transcoding and/or who showed relat
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A word on the validity of the curre
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e adapted for the results of the pr
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Non-monotonous Model of the Relatio
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of the probes unit and/or decade di
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the place-value structure of the Ar
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Therefore, we believe that this stu
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APPENDIX A: Correlation tables of s
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Section 4 The neurocognitive underp
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ABSTRACT Mental arithmetic and calc
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manipulations cannot be distinguish
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numbers is assumed to be more preci
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correctly bisected by the second nu
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Table 1: Behavioural performance in
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were found bilaterally in the dorso
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Table 3: Brain areas activated by b
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portion of the superior frontal gyr
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Figure 3: fMRI signal for parametri
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The fronto-parietal network and the
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Finally, increased activation in th
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Inferior parietal cortex, the angul
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primarily necessary for solving the
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Tippet (1996) have shown that patie
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Study 6 Impairments of the mental n
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INTRODUCTION Patients suffering fro
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2005), triplets in which the interv
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Visual field assessment showed no s
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Table 1: Demographic and clinical d
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For 80 bisected triplets the factor
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Factorial Analyses (ANOVA and t-tes
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Errors: The ANOVA revealed a main e
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DISCUSSION The effects of neglect o
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decade digits but they even process
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strategic value of retrieving this
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APPENDIX A Test results of patients
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the middle the beneficial effect of
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229
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Study 7 Two-digit number processing
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INTRODUCTION The internal represent
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all numbers the overlap for larger
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digit numbers were engaged. Additio
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single node in an ordered sequence
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modelling to evaluate the plausibil
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A Output Layer 11 99 11 #1 #2 99 In
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expected considering their magnitud
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the output of the right node would
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advantages for these numbers (see a
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Finally, a regression analysis only
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236) = 417.38, p < .001] and incorp
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Regression The stepwise regression
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compared numbers, unit distance, lo
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RT in ms 780 770 Compatible Number
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esponse latencies increased as dist
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Table 5: Predictors included in the
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Taken together, these results revea
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of overall distance necessarily req
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most important predictor in a multi
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activation of the output layer is a
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The nature of the representation of
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Thereby, possible interactions and
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decomposed model did not include an
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APPERNDIX B Development of connecti
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Figure C: Development of connection
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Figure E: Development of connection
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Interestingly, one might infer from
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Section 6 Summary 287
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may be determined by the presentati
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tens and units: German-speaking chi
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Study 6 examined the influence of t
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295
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GENERAL DISCUSSION In the last sect
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to-be-evaluated triplet crossed a d
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specific processing of place-value
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explanation of the decade consisten
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verbal recoding of tens and units d
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system and the ordinality of the me
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epresentation itself as well as its
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Furthermore, converging evidence is
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methodological problems. In most of
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jittering the positions of the sequ
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numbers within the triplets, proces
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Pollatsek, 1989) states that an obj
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computational models were programme
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The developmental influence of plac
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correspond to the order of tens and
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Asian languages (e.g., Japanese, Ko
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indicating that decomposed processi
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REFERENCES Banks, W. P. (1977). Enc
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Karmiloff-Smith, Annette (1996). Be
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Pixner, S. (2009). How do children
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