Are secondary school students still hampered by the natural number bias? A reaction time study on fraction comparison tasks

By Joris J. van Hoof, Tristan Lijnen, Lieven Verschaffel, W. Van Dooren. 2013

108 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/06123d1fe845318a812ad9693576c382780c398e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. W. Van Dooren
2. Lieven Verschaffel
3. Joris J. van Hoof
4. Rianne Janssen
5. Dirk De Bock
6. Stella Vosniadou
7. Dirk Janssens
8. Erno Lehtinen

In Experimental and Cognitive Psychology

1. W. Van Dooren
2. Lieven Verschaffel
3. Rianne Janssen

In Statistics and Probability

1. W. Van Dooren
2. Lieven Verschaffel
3. Joris J. van Hoof
4. Rianne Janssen
5. Dirk De Bock
6. Stella Vosniadou
7. Dirk Janssens
8. Erno Lehtinen

Citations in the corpus

• Inhibiting natural knowledge in fourth graders: towards a comprehensive test instrument (2015, background): “So, reaction time studies have the advantage that they can reveal the interference of natural number reasoning in rational number tasks even when answered correctly, by demonstrating that more time is needed to solve incongruent items correctly (Van Hoof et al. 2013).”