Inhibiting interference from prior knowledge: Arithmetic intrusions in algebra word problem solving

By Kiat Hui Khng, Kerry Lee. 2009

60 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/419d82e16e1bcb2dff7c55df0d956be1748299e5

How researchers see this paper

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

In Developmental and Educational Psychology

1. Lucy Cragg
2. Camilla Gilmore
3. Kerry Lee
4. Rebecca Bull
5. Sarah Keeble
6. Sophie Richardson
7. Tracy Packiam Alloway
8. Y. Chiu

In Experimental and Cognitive Psychology

1. Lucy Cragg
2. Camilla Gilmore
3. Kerry Lee
4. Rebecca Bull
5. Sarah Keeble
6. Sophie Richardson
7. Tracy Packiam Alloway

In Statistics and Probability

1. Lucy Cragg
2. Camilla Gilmore
3. Kerry Lee
4. Rebecca Bull
5. Sarah Keeble
6. Sophie Richardson
7. Megan M. McClelland
8. Tracy Packiam Alloway

Citations in the corpus

• Developmental Changes in Working Memory, Updating, and Math Achievement. (2016, background): “Khng and Lee (2009) found a more nuanced relation between WM and algebra in 14 year olds.”
• The role of cognitive inhibition in different components of arithmetic (2015, background): “In keeping with this, Khng and Lee (2009) found that inhibition skill, measured with a battery of tasks, was related to the selection of sophisticated solution strategies, in preference to well-learned prepotent arithmetic strategies when solving algebraic word problems.”