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Explaining the Acquisition of a Complex Skill: Methodological and Theoretical Considerations Uncovered in the Study of Simple Addition and the Moving-On Process

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Abstract

Research into the development of mathematical cognition has accelerated in recent times. In this literature review, findings from different approaches to studying simple addition performance are reviewed. A review of findings from studies incorporating observation, self-report or both revealed the complex process of change associated with developing retrieval strategies for simple addition. These findings are synthesized using a model of change labelled the Moving-On Process to represent the wave-like transitional pattern of strategy use preceding retrieval. A review of findings from studies based on the analysis of reaction times revealed a robust finding known as “the problem-size effect.” Different explanations of the problem-size effect, incorporating different theoretical accounts of the nature of retrieval, exact answers, and strategy choice, are compared and contrasted. A review of findings based on a combination of both approaches uncovered important methodological considerations associated with analyzing reaction times and offers direction for future research aimed at unravelling the convoluted construct of automaticity.

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  1. Institute for the Service Professions, Edith Cowan University, Western Australia

    Sarah L. Hopkins

  2. School of Education, Flinders University, South Australia

    Michael J. Lawson

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  1. Sarah L. Hopkins
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Hopkins, S.L., Lawson, M.J. Explaining the Acquisition of a Complex Skill: Methodological and Theoretical Considerations Uncovered in the Study of Simple Addition and the Moving-On Process. Educational Psychology Review 14, 121–154 (2002). https://doi.org/10.1023/A:1014629604663

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