Poster #5 - Effect of Automaticity on Mental Addition in Children: The Moderating Role of Working Memory

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-1 - Poster Session on Diverse Topics in Mathematics Education

Abstract

The project was to examine the moderating role of working memory in the effects of automaticity on mental addition in 40 2nd graders. In Study 1, a 2 (working memory load) × 2 (automaticity) within-subjects design was utilized. The level of WML moderated the effect of automaticity on mental addition. In Study 2, an HLM analysis was conducted. Of all working memory capacity variables, only the phonological loop was found to significantly moderate the effects of automaticity on students’ mental addition. The stronger effect of automaticity on mental addition both in high-WML conditions (Study 1) and in individuals with weaker working memory capacity (Study 2) supported the moderating role of working memory in the effects of automaticity on mental addition.

Authors

• Yi Ding, Fordham University

• Dake Zhang, Rutgers University

• Ru-de Liu, Beijing Normal University

• Jia Wang

• Le Xu