Kindergarteners' performance does not differ between approximate and exact single-digit addition formats, and the two dimensions do not interact¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Neither the response-type main effect nor the stimulus x response interaction reached significance. → Xenidou-Dervou 2014
Evidence¶
Xenidou-Dervou 2014¶
Xenidou-Dervou, I., van der Schoot, M., & van Lieshout, E. C. D. M. (2015). Working memory and number line representations in single-digit addition: Approximate versus exact, nonsymbolic versus symbolic. Quarterly Journal of Experimental Psychology, 68(6), 1148–1167. doi:10.1080/17470218.2014.977303
q3 · i? · causal · r2
In the same 2 x 2 repeated measures ANOVA of the four addition tasks, "No main effect for response type (p = .16) or interaction effect (p = .10) was found"; approximate M = 56.39% vs exact M = 53.10%, descriptively.
"No main effect for response type (p = .16) or interaction effect (p = .10) was found."
Discussion¶
Related Claims¶
- Characteristic distance effects occur in both nonsymbolic and symbolic single-digit approximate addition — related
- Kindergarteners perform significantly better in nonsymbolic than symbolic single-digit addition problem formats — related
- More accurate symbolic number line representations relate to better performance in exact, but not approximate, addition formats — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-response-type-effect-single-digit-addition |
title |
Kindergarteners' performance does not differ between approximate and exact single-digit addition formats, and the two dimensions do not interact |
description |
Kindergarteners' performance does not differ between approximate and exact single-digit addition formats, and the two dimensions do not interact |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — xenidou-dervou-2014 |
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