TY - GEN
T1 - The whole number bias in fraction magnitude comparisons with adults
AU - DeWolf, Melissa
AU - Vosniadou, Stella
PY - 2011
Y1 - 2011
N2 - The current study examines the extent to which the whole number bias, especially whole number ordering, can interfere with adult understandings of fractions. Using the framework theory approach to conceptual change as outlined by Vosniadou (2007; Vosniadou, Vamvakoussi & Skopeliti, 2008), this study supports the idea that initial concepts formed in childhood can have lasting effects into adulthood. Twenty-eight CMU undergraduates participated in a fraction magnitude comparison task. Half of the fraction comparisons were designed with the larger fraction consistent with whole number ordering; the other half was inconsistent with this ordering. Comparisons in the consistent condition had the larger magnitude fraction have larger whole number parts than the opposing fraction. Comparisons in the inconsistent condition were the opposite. Participants were more accurate and faster to respond to comparisons in the consistent condition, supporting the hypothesis that an initial concept of number as natural number constrains operations with fractions even in adults.
AB - The current study examines the extent to which the whole number bias, especially whole number ordering, can interfere with adult understandings of fractions. Using the framework theory approach to conceptual change as outlined by Vosniadou (2007; Vosniadou, Vamvakoussi & Skopeliti, 2008), this study supports the idea that initial concepts formed in childhood can have lasting effects into adulthood. Twenty-eight CMU undergraduates participated in a fraction magnitude comparison task. Half of the fraction comparisons were designed with the larger fraction consistent with whole number ordering; the other half was inconsistent with this ordering. Comparisons in the consistent condition had the larger magnitude fraction have larger whole number parts than the opposing fraction. Comparisons in the inconsistent condition were the opposite. Participants were more accurate and faster to respond to comparisons in the consistent condition, supporting the hypothesis that an initial concept of number as natural number constrains operations with fractions even in adults.
KW - conceptual change
KW - fractions
KW - mathematical development
KW - whole number bias
UR - http://www.scopus.com/inward/record.url?scp=85139490904&partnerID=8YFLogxK
UR - https://cognitivesciencesociety.org/past-conferences/
M3 - Conference contribution
T3 - Expanding the Space of Cognitive Science - Proceedings of the 33rd Annual Meeting of the Cognitive Science Society, CogSci 2011
SP - 1751
EP - 1756
BT - Expanding the Space of Cognitive Science - Proceedings of the 33rd Annual Meeting of the Cognitive Science Society, CogSci 2011
A2 - Carlson, Laura
A2 - Hoelscher, Christoph
A2 - Shipley, Thomas F.
PB - The Cognitive Science Society
T2 - 33rd Annual Meeting of the Cognitive Science Society: Expanding the Space of Cognitive Science, CogSci 2011
Y2 - 20 July 2011 through 23 July 2011
ER -