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The Mental Representation of Negative Integer Magnitudes Over Development and Across Contexts
The Mental Representation of Negative Integer Magnitudes Over Development and Across Contexts
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104827
- ISBN
- 9798290646619
- DDC
- 136
- 서명/저자
- The Mental Representation of Negative Integer Magnitudes Over Development and Across Contexts
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 158 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-01, Section: B.
- 주기사항
- Advisor: Alibali, Martha W.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약Humans routinely engage with highly abstract mathematical concepts, such as negative numbers, across various domains. Understanding the cognitive representations people use to process negative number magnitudes is crucial for both cognitive scientists and educators. Furthermore, how people use these representations may vary depending on context, experience, and cognitive skills, such as executive function skills. This dissertation addresses these issues by examining behavioral signatures of different representations in participants' reaction times as they compare magnitudes of number pairs, focusing on how responses vary depending on the numerical distance between numbers in a pair and the predicate used in the comparison question (greater or lesser). In Study 1, adults (N = 54) completed a symbolic magnitude comparison task involving positive, negative, and mixed positive-negative pairs presented either simultaneously or sequentially, and either in blocks or intermixed. Group-level results showed no distance effects on mixed pairs, suggesting participants often used transformation rules based on positive numbers to represent negative numbers. However, a semantic congruence effect indicated that adults meaningfully applied magnitude semantics to negative numbers. Individual-level analyses uncovered substantial variability in the representations used by participants. In Study 2, I tested children in 6th and 7th grade in the US (N = 54) using the same design. I found similar patterns as for adults, indicating that variability in representation use is present even in a younger sample. In both studies, there were no significant relations between executive function skills and representations. Integrating findings from both studies, I propose the Representational Dynamics in Integer Cognition Framework. This framework characterizes how individuals dynamically shift among different representational strategies for integers based on specific task demands and individual cognitive skills.
- 일반주제명
- Developmental psychology
- 일반주제명
- Psychology
- 일반주제명
- Mathematics
- 키워드
- Integers
- 키워드
- Cognitive skills
- 기타저자
- The University of Wisconsin - Madison Psychology
- 기본자료저록
- Dissertations Abstracts International. 87-01B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798290646619
■035 ▼a(MiAaPQ)AAI32170038
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a136
■1001 ▼aVest, Nicholas Allan.
■24510▼aThe Mental Representation of Negative Integer Magnitudes Over Development and Across Contexts
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a158 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-01, Section: B.
■500 ▼aAdvisor: Alibali, Martha W.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aHumans routinely engage with highly abstract mathematical concepts, such as negative numbers, across various domains. Understanding the cognitive representations people use to process negative number magnitudes is crucial for both cognitive scientists and educators. Furthermore, how people use these representations may vary depending on context, experience, and cognitive skills, such as executive function skills. This dissertation addresses these issues by examining behavioral signatures of different representations in participants' reaction times as they compare magnitudes of number pairs, focusing on how responses vary depending on the numerical distance between numbers in a pair and the predicate used in the comparison question (greater or lesser). In Study 1, adults (N = 54) completed a symbolic magnitude comparison task involving positive, negative, and mixed positive-negative pairs presented either simultaneously or sequentially, and either in blocks or intermixed. Group-level results showed no distance effects on mixed pairs, suggesting participants often used transformation rules based on positive numbers to represent negative numbers. However, a semantic congruence effect indicated that adults meaningfully applied magnitude semantics to negative numbers. Individual-level analyses uncovered substantial variability in the representations used by participants. In Study 2, I tested children in 6th and 7th grade in the US (N = 54) using the same design. I found similar patterns as for adults, indicating that variability in representation use is present even in a younger sample. In both studies, there were no significant relations between executive function skills and representations. Integrating findings from both studies, I propose the Representational Dynamics in Integer Cognition Framework. This framework characterizes how individuals dynamically shift among different representational strategies for integers based on specific task demands and individual cognitive skills.
■590 ▼aSchool code: 0262.
■650 4▼aDevelopmental psychology
■650 4▼aPsychology
■650 4▼aMathematics
■653 ▼aIntegers
■653 ▼aMathematical concepts
■653 ▼aCognitive skills
■653 ▼aRepresentational strategies
■690 ▼a0620
■690 ▼a0621
■690 ▼a0405
■71020▼aThe University of Wisconsin - Madison▼bPsychology.
■7730 ▼tDissertations Abstracts International▼g87-01B.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359052▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
