Conceptually-Based Strategy Use Investigating Underlying Mechanisms and Development Across Adolescence and into Early Adulthood

DSpace/Manakin Repository

Show simple item record

dc.contributor.advisor Robinson, Katherine
dc.contributor.author Dube, Adam Kenneth
dc.date.accessioned 2012-08-30T14:53:13Z
dc.date.available 2012-08-30T14:53:13Z
dc.date.issued 2012-03
dc.identifier.uri http://hdl.handle.net/10294/3537
dc.description A Thesis Submitted to the Faculty of Graduate Studies and Research in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Psychology, University of Regina, ix, 124 l. en_US
dc.description.abstract Researchers have used inversion and associativity problems (e.g., 2 × 8 ÷ 8, 3 + 19 − 17, respectively) to assess whether or not individuals have the conceptual understanding that addition and subtraction and multiplication and division are inverse operations (i.e., the inversion concept, Robinson & Ninowski, 2003; Starkey & Gelman, 1982) and whether or not they understand that numbers can be decomposed and recombined in various ways and still result in the same answer (i.e., the associativity concept, Canobi, Reeve, & Pattison, 1998; Robinson, Ninowski, & Gray, 2006). It is not known when the development of these two concepts reaches adult levels. Furthermore, it is not known whether the application of these concepts during problem solving requires individuals to interrupt the execution of well-practiced procedural knowledge (e.g., Siegler & Araya, 2005). In the present study, 40 adolescent participants per grade from Grades 7, 9, and 11 and 40 adult participants who had graduated from high school the previous academic year solved multiplication and division inversion and associativity problems. Also, participants completed a task that measured whether the execution of the inversion shortcut or associativity strategy interrupted the execution of computational strategies. The results suggest that inversion shortcut and associativity strategy use increase in Grade 9, that inversion shortcut use approaches adult levels before associativity strategy use, and that the execution of both conceptually-based strategies interrupts computational strategies. Therefore, the present study identifies adolescence as an important developmental period for inversion shortcut and associativity strategy use and provides the first evidence that applying conceptual mathematical knowledge to problem solving requires the interruption of procedural mathematical knowledge. en_US
dc.description.uri A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy *, University of Regina. *, * p. en
dc.language.iso en en_US
dc.publisher Faculty of Graduate Studies and Research, University of Regina en_US
dc.subject.lcsh Concept learning
dc.subject.lcsh Mathematical ability--Psychological aspects
dc.subject.lcsh Problem solving--Effect of age on
dc.subject.lcsh Inverse relationships (Mathematics)
dc.title Conceptually-Based Strategy Use Investigating Underlying Mechanisms and Development Across Adolescence and into Early Adulthood en_US
dc.type Thesis en
dc.description.authorstatus Student en
dc.description.peerreview yes en
thesis.degree.name Doctor of Philosophy (PhD) en_US
thesis.degree.level Doctoral en
thesis.degree.discipline Psychology en_US
thesis.degree.grantor University of Regina en
thesis.degree.department Department of Psychology en_US
dc.contributor.committeemember Arbuthnott, Katherine
dc.contributor.committeemember Oriet, Christopher
dc.contributor.committeemember Seaman, Charles
dc.contributor.externalexaminer Smith-Chant, Brenda


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search oURspace


Browse

My Account

About