Continuity in Change in the Mental Performance Process.

Autor/in	Drakenberg, Margareth
Titel	Continuity in Change in the Mental Performance Process.
Quelle	(1979), (21 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Studie; Stellungnahme; Academic Achievement; Arithmetic; Behavior Change; Cognitive Development; Cognitive Processes; Educational Research; Elementary Education; Elementary School Mathematics; Formative Evaluation; Longitudinal Studies; Mathematics Education; Sex Differences; Skill Development + Suchen Sie Ihr Suchwort? Schulleistung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Elementare Mathematik; Schulmathematik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematische Bildung; Sex difference; Geschlechtsunterschied; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	During the last decades, a shift from studying the product to studies of the processes has become more and more obvious. The major aim of this study was to investigate the mental performance process and to examine the changes the variables describing this process undergo with time. In this investigation, a mental arithmetic test was used. The test was given to the same 50 girls and 74 boys each year from grades three through six. The following variables were examined: (1) the level and the fluctuation of the performance process; (2) the percentage of correct answers; and (3) the slope of the regression line. The level of the performance process is found to develop as an S-shaped curve. It is also found that the often reported greater fluctuation for boys than girls in the performance process is solely due to the neglect of taking the main trend of the curve-of-work into account. The results further indicate that girls are more persistent than boys, in agreement with other studies. No significant sex differences are reported. (Author/MK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01