Effects of presentation modality and duration on children’s strategy use: A study in computational estimation

Author:

Hammerstein Svenja12ORCID,Poloczek Sebastian12,Lösche Patrick12,Lemaire Patrick3,Büttner Gerhard12

Affiliation:

1. Goethe-Universität Frankfurt am Main, Frankfurt am Main, Germany

2. Centre for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany

3. Aix-Marseille Université, LPC, & CNRS, Marseille, France

Abstract

Two experiments were run to determine how presentation modality and duration influence children’s arithmetic performance and strategy selection. Third and fourth graders were asked to find estimates for two-digit addition problems (e.g., 52 + 39). Children were tested in three conditions: (1) time-unlimited visual, (2) time-limited visual, or (3) time-limited auditory conditions. Moreover, we assessed children’s working-memory updating and arithmetic fluency. Children were told which strategy to use on each problem to assess arithmetic performance while executing strategies, in Experiment 1, and were asked to choose the best strategy of three available strategies to assess strategy selection, in Experiment 2. Presentation modality influenced strategy execution (i.e., children were faster and more accurate in problems under visual than auditory conditions) but only in children with low updating abilities. In contrast, presentation modality had no effect on children’s strategy selection. Presentation duration had an effect on both strategy execution and strategy selection with time-limited presentation leading to a decline in children’s performance. Interestingly, specifically in children with low updating abilities, time-limited presentation led to poorer performance. Hence, efficient updating seemed to compensate for detrimental effects of auditory in comparison to visual and time-limited in comparison to time-unlimited presentation. These findings have important implications for determining conditions under which children execute strategies most efficiently and select the best strategy on each problem most often, as well as for understanding mechanisms underlying strategic behaviour.

Publisher

SAGE Publications

Subject

Physiology (medical),General Psychology,Experimental and Cognitive Psychology,General Medicine,Neuropsychology and Physiological Psychology,Physiology

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Estimation Strategy Selection Is Modulated by Snapshot Emotional Priming, but Not Math Anxiety;International Journal of Environmental Research and Public Health;2022-08-18

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