.png){kind=icon}
Return
GENERIC RESOURCES, RECONSTRUCTIVE PROCESSING, AND CHILDRENS MENTAL ARITHMETIC
.png){kind=icon}
PRE
AI
DOI：10.1037/0012-1649.24.3.324.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
We report two experiments concerned with a reconstructive processing model of reasoning/remembering dependencies in cognitive development. According to this model, such dependencies occur because problem-solving tasks often permit children to answer short-term memory probes by activating the same information-processing operations that they use to solve problems, not because reasoning and remembering compete for the same supply for scarce resources. This claim was examined in the context of mental arithmetic problems that were accompanied by memory probes for problem-relevant information. The data were generally consistent with the view that preschoolers and elementary schoolers can respond to memory probes by applying arithmetical processing to running gist from recently solved problems. The findings are discussed with reference to two competing interpretations of the development of working memory, fuzzy-trace theory and the generic-resources hypothesis.
AI Summary
Key information extracted from the uploaded paper, including a brief overview, abstract, background, key highlights, visual analysis, and future outlook.
Journal
IF:
3.1
Papers:
5.7K
Citations:
2.4W
Organization
No organization information available
Cited Papers
No cited papers available