The Psychology of Arithmetic

By E. Thorndike. 2010

137 citations recorded by the source corpus.

Subfields: General Psychology, Theoretical Computer Science

View Paper: https://www.semanticscholar.org/paper/60aba7eb37d8108784b6f8796b5471c455d3ca2a

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In General Psychology

In Theoretical Computer Science

Citations in the corpus

Handbook of Research on Learning and Instruction (2011, background): “…evidence that practice is the single most important factor responsible in learning to perform a motor skill (Barnett, Ross, Schmidt, & Todd, 1973; Del Rey, Wughalter & Whitehurst, 1982; Fitts, 1954; Guadag-noli, Holcomb, & Weber, 1999; Krigolson & Tremblay, 2009; Starks, 2000; Swanson & Lee, 1992).”
Learning trajectories: Foundations for Effective, Research-based Education (2011, background): “…that learning is essentially the formation of connections or bonds between situations and responses, that the satisfyingness of the result is the chief force that forms them, and that habit rules in the realm of thought as truly and as fully as in the realm of action" (Thorndike, 1922, p. v).”
Evaluation of a learning trajectory for length in the early years (2011, background): “LTs owe much to these previous efforts, which have progressed from accumulations of connections (Thorndike, 1922) to increasingly sophisticated and complex views of cognition and learning (Gagné, 1965/1970; Piaget, Inhelder, & Szeminska, 1960; Resnick & Ford, 1981).”
The Paradigm Shift in Mathematics Education: Explanations and Implications of Reforming Conceptions of Teaching and Learning (2015, unknown): “…(Gould, 1996; Henriques, Hollway, Urwin, Venn, & Walkerdine, 1998; Oakes, 1985; Stoskopf, 2002; Thayer, 1928) In particular, Thorndike's Stimulus-Response Bond theory (Thorndike, 1923) had a profound influence on the teaching and learning of mathematics (English & Halford, 1995; Willoughby, 2000).”
Pedagogical Content Knowledge for Preschool Mathematics: Construct Validity of a New Teacher Interview (2012, background): “mathematics education has a long history of emphasizing first one of these types of knowledge, and then the other, with little effective result (see, e.g., McLellan & Dewey, 1895; Thorndike, 1922; Wheeler, 1939).”
Fostering At-Risk Preschoolers' Number Sense (2009, background): “One is the belief—still held by some early childhood educators (see, e.g., Balfanz, 1999; Copley, 2004)—that mathematics instruction in general is not developmentally appropriate for preschoolers (e.g., Piaget, 1965; Thorndike, 1922).”
The Early Childhood Mathematics Education Revolution (2013, background): “According to a leading theorist, Thorndike (1922), children were mathematically inept before second grade, such that it was not worth even addressing mathematics with them.”
Effects of Blended Instructional Models on Math Performance (2014, background): “Almost a century ago, Thorndike (1922) made the observation that mathematics pedagogy made artificial distinctions between computation and reasoning, and that it “separated too sharply the ‘understanding of principles’ by reasoning from the ‘mechanical’ work of computation . . . remembering facts…”