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1

INFLUENCE OF THE PREVIOUS STRATEGY ON INDIVIDUALS’ STRATEGY CHOICES

100%
Schillemans V., Luwel K., Onghena P., Verschaffel L.
Studia Psychologica
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2011
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vol. 53
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issue 4
339 – 350
EN
The present study provides additional evidence for the recently described perseveration effect (i.e., participants repeat the previous strategy more often than switch to another strategy). The participants’ task was to determine the number of coloured cells in grids by using two possible strategies: an addition strategy (whereby participants add the coloured cells) or a subtraction strategy (whereby they subtract the number of empty cells from the total grid size). The authors used a paradigm in which the different numerosities were presented in three different orders: an ascending order, which started with low-numerosity items (which are known to be solved with the addition strategy) and gradually increased to high-numerosity items (which are known to be solved with the subtraction strategy), a descending order (with the reverse order) and a random order. The hypothesis that participants’ change point (i.e., the numerosity on which they switch from one strategy to the other) would be largest in the ascending order and smallest in the descending order, is confirmed.
2

CONFLICT-MONITORING AND THE INTUITIVE ERROR IN QUANTITATIVE REASONING

100%
Gillard E., Schaeken W., Van Dooren W., Verschaffel L.
Studia Psychologica
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2011
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vol. 53
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issue 4
385 – 401
EN
Dual-process theories and the intuitive rules theory are influential in the domain of cognitive psychology and of the psychology of mathematics education respectively. The authors discuss similarities between these frameworks that have developed largely separately. They examine quantitative reasoning with geometrical concepts, a paradigmatic task in the intuitive rules research tradition, from a typical dual-process perspective. First, in two experiments, they validate that intuitive responses result from processes exhibiting two main heuristic processing characteristics as posited in the dual-process framework: fastness and effortlessness. Moreover, they discuss the reaction time (RT) findings with regard to the currently central debate in the dual-process literature about how heuristic and analytic processes interact. A position concerning this topic is currently lacking in the intuitive rules theory. The authors discuss how our RT findings contribute to the theorizing in the current dual-process literature.
3

HEURISTIC REASONING IN INTERPRETING BOX PLOTS: THE INFLUENCE OF ORIENTATION

88%
Lem S., Vandebeek C., Onghena P., Verschaffel L., Van Dooren W.
Studia Psychologica
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2014
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vol. 56
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issue 2
127 – 136
EN
We studied how graph design principles can predict specific reasoning mechanisms that occur when misinterpreting box plots, and, more specifically, the misinterpretation of the area as a representation of frequency or proportion of observations, instead of density. In previous studies this misinterpretation has been shown to be heuristic in nature and is elicited by the fact that box plots do not use space in a natural way. Graph design principles provide a theoretical framework for assuming that the orientation of a box plot could influence its interpretation. By analysing reaction times and accuracy rates for different item types, we explored whether there indeed is an influence of the orientation of a box plot on the way it is interpreted. Results indicate that the misinterpretation manifests itself in both orientations to the same extent, suggesting that the orientation of a box plot does not influence the reasoning mechanisms it provokes.
4

RELATION BETWEEN LEARNERS’ SPONTANEOUS FOCUSING ON QUANTITATIVE RELATIONS AND THEIR RATIONAL NUMBER KNOWLEDGE

76%
Van Hoof J., Degrande T., McMullen J., Hannula-Sormunen M., Lehtinen E., Verschaffel L., Van Dooren W.
Studia Psychologica
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2016
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vol. 58
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issue 2
156 – 170
EN
Many difficulties learners have with rational number tasks can be attributed to the “natural number bias”, i.e. the tendency to inappropriately use natural number properties in rational numbers tasks (Van Hoof, 2015). McMullen and colleagues found a relevant source of individual differences in the learning of those aspects of rational numbers that are susceptible to the natural number bias, namely Spontaneous Focusing On quantitative Relations (SFOR) (McMullen, 2014). While McMullen and colleagues showed that SFOR relates to rational number knowledge as a whole, we studied its relation with several aspects of the natural number bias. Additionally, we 1) included test items addressing operations with rational numbers and 2) controlled for general mathematics achievement and age. The results showed that SFOR related strongly to rational number knowledge, even after taking into account several control variables. The results are discussed for each of the three aspects of the natural number bias separately.
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