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 -