The authors used the operand-recognition paradigm (C. Thevenot, M. Fanget, & M. Fayol, 2007) in order to study the strategies used by adults to solve subtraction problems. This paradigm capitalizes on the fact that algorithmic procedures degrade the memory traces of the operands. Therefore, greater difficulty in recognizing them is expected when calculations have been solved by reconstructive strategies rather than by retrieval of number facts from long-term memory. The present results suggest that low- and high-skilled individuals differ in their strategy when they solve problems involving minuends from 11 to 18. Whereas high-skilled individuals retrieve the results of such subtractions from long-term memory, lower skilled individuals have to resort to reconstructive strategies. Moreover, the authors directly confront the results obtained with the operand-recognition paradigm and those obtained with the more classical method of verbal report collection and show clearly that this second method of investigation fails to reveal this differential pattern. The rationale behind the operand-recognition paradigm is then discussed.
The aim of the present study was to investigate the relationship between finger counting and numerical processing in 4–7-year-old children. Children were assessed on a variety of numerical tasks and we examined the correlations between their rates of success and their frequency of finger use in a counting task. We showed that children's performance on finger pattern comparison and identification tasks did not correlate with the frequency of finger use. However, this last variable correlated with the percentages of correct responses in an enumeration task (i.e., Give-N task), even when the age of children was entered as a covariate in the analysis. Despite this correlation, we showed that some children who never used their fingers in the counting task were able to perform optimally in the enumeration task. Overall, our results support the conclusion that finger counting is useful but not necessary to develop accurate symbolic numerical skills. Moreover, our results suggest that the use of fingers in a counting task is related to the ability of children in a dynamic enumeration task but not to static tasks involving recognition or comparison of finger patterns. Therefore, it could be that the link between fingers and numbers remain circumscribed to counting tasks and do not extent to static finger montring situations.
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