Lemaire P, Siegler R S
Department of Psychology, Carnegie Mellon University.
J Exp Psychol Gen. 1995 Mar;124(1):83-97. doi: 10.1037//0096-3445.124.1.83.
This study reports a longitudinal investigation of French 2nd graders' acquisition of single-digit multiplication skill. Speed, accuracy, and strategy use were assessed 3 times within the year when children learned multiplication. The data showed that improvements in speed and accuracy that generally accompany learning can reflect at least 4 types of specific strategic changes: introduction of new strategies, increasing use of the most efficient existing strategies, more efficient execution of each strategy, and more adaptive choices among strategies. The data also showed substantial continuities in learning: At all 3 points of measurement, children used multiple strategies, used retrieval most often on the same classes of problems, and used repeated addition on the most difficult problems. Stable individual differences were also apparent. The findings supported a number of predictions of Siegler and Shipley's (1995) adaptive strategy choice model. Implications for understanding learning, arithmetic, and strategy choice processes are discussed.
本研究报告了一项对法国二年级学生个位数乘法技能习得情况的纵向调查。在孩子们学习乘法的这一年里，对速度、准确性和策略使用情况进行了3次评估。数据表明，学习过程中速度和准确性的提高通常至少能反映4种特定的策略变化类型：新策略的引入、对最有效现有策略的使用增加、每种策略执行得更高效，以及在策略之间做出更具适应性的选择。数据还表明学习过程中存在显著的连续性：在所有3个测量点上，孩子们都使用多种策略，在同一类问题上最常使用检索策略，在最难的问题上使用重复加法。稳定的个体差异也很明显。这些发现支持了西格勒和希普利（1995年）的适应性策略选择模型的一些预测。文中还讨论了这些发现对理解学习、算术和策略选择过程的意义。
