File Download
Supplementary
-
Citations:
- Appears in Collections:
postgraduate thesis: The involvement of working memory in solving addition problems
Title | The involvement of working memory in solving addition problems |
---|---|
Authors | |
Issue Date | 2016 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | Chow, P. C. [周卓敏]. (2016). The involvement of working memory in solving addition problems. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. |
Abstract | The present study employed a dual-task method to examine the role of working memory in assisting primary school age children to solve addition problems. The differences in working memory operations during the computation process between children who were more skillful and those less so were also investigated. A trend suggested that more central executive resource may be needed to assist children who are less skillful at solving addition problems. This supported previous findings which suggested that as children get more efficient at addition computation, they require less cognitive resource from working memory during the computation process. Moreover, current results suggest that children in primary three or below do not require phonological loop in addition calculations.
|
Degree | Master of Social Sciences |
Subject | Short-term memory Mental arithmetic |
Dept/Program | Educational Psychology |
Persistent Identifier | http://hdl.handle.net/10722/252003 |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Chow, Phyllips Chapman | - |
dc.contributor.author | 周卓敏 | - |
dc.date.accessioned | 2018-04-09T14:36:46Z | - |
dc.date.available | 2018-04-09T14:36:46Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | Chow, P. C. [周卓敏]. (2016). The involvement of working memory in solving addition problems. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. | - |
dc.identifier.uri | http://hdl.handle.net/10722/252003 | - |
dc.description.abstract | The present study employed a dual-task method to examine the role of working memory in assisting primary school age children to solve addition problems. The differences in working memory operations during the computation process between children who were more skillful and those less so were also investigated. A trend suggested that more central executive resource may be needed to assist children who are less skillful at solving addition problems. This supported previous findings which suggested that as children get more efficient at addition computation, they require less cognitive resource from working memory during the computation process. Moreover, current results suggest that children in primary three or below do not require phonological loop in addition calculations. | - |
dc.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject.lcsh | Short-term memory | - |
dc.subject.lcsh | Mental arithmetic | - |
dc.title | The involvement of working memory in solving addition problems | - |
dc.type | PG_Thesis | - |
dc.description.thesisname | Master of Social Sciences | - |
dc.description.thesislevel | Master | - |
dc.description.thesisdiscipline | Educational Psychology | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.5353/th_991043983785403414 | - |
dc.date.hkucongregation | 2016 | - |
dc.identifier.mmsid | 991043983785403414 | - |