Hand position affects performance on multiplication tasks
Author(s) / Creator(s)
Davoli, Christopher C.
O’Rear, Connor D.
McAulay, Emily
McNeil, Nicole M.
Brockmole, James R.
Abstract / Description
We investigated whether or not hand placement affects people’s ability to apply learned mathematical information in new and familiar contexts. Participants learned a set of arithmetic facts presented one way (i.e., in a × b = c format) and then were tested on those same facts shown in either a novel format (b × a = __) in Experiment 1 or in the previously-learned format (a × b = __) in Experiment 2. Throughout study and test, participants’ hands were either near to or far from the stimuli. Performance on the novel format was worse when the hands were near compared to far, but performance on the previously-learned format did not depend on hand placement. Together, results indicate that hand proximity impairs mathematical performance when performance depends on the abstracting of conceptual information from sensory information. We conclude that hand placement may be involved in the application of knowledge.
Keyword(s)
action embodied cognition hand placement hand posture STEM education mathematical learning and performancePersistent Identifier
Date of first publication
2020-06-15
Journal title
Journal of Numerical Cognition
Volume
6
Issue
1
Page numbers
1–21
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Davoli, C. C., O’Rear, C. D., McAulay, E., McNeil, N. M., & Brockmole, J. R. (2020). Hand position affects performance on multiplication tasks. Journal of Numerical Cognition, 6(1), 1-21. https://doi.org/10.5964/jnc.v6i1.211
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jnc.v6i1.211.pdfAdobe PDF - 2.16MBMD5: 280acbd4df2e5e37c670cc5e2b2aefeb
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Author(s) / Creator(s)Davoli, Christopher C.
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Author(s) / Creator(s)O’Rear, Connor D.
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Author(s) / Creator(s)McAulay, Emily
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Author(s) / Creator(s)McNeil, Nicole M.
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Author(s) / Creator(s)Brockmole, James R.
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PsychArchives acquisition timestamp2022-04-14T11:21:43Z
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Made available on2022-04-14T11:21:43Z
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Date of first publication2020-06-15
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Abstract / DescriptionWe investigated whether or not hand placement affects people’s ability to apply learned mathematical information in new and familiar contexts. Participants learned a set of arithmetic facts presented one way (i.e., in a × b = c format) and then were tested on those same facts shown in either a novel format (b × a = __) in Experiment 1 or in the previously-learned format (a × b = __) in Experiment 2. Throughout study and test, participants’ hands were either near to or far from the stimuli. Performance on the novel format was worse when the hands were near compared to far, but performance on the previously-learned format did not depend on hand placement. Together, results indicate that hand proximity impairs mathematical performance when performance depends on the abstracting of conceptual information from sensory information. We conclude that hand placement may be involved in the application of knowledge.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationDavoli, C. C., O’Rear, C. D., McAulay, E., McNeil, N. M., & Brockmole, J. R. (2020). Hand position affects performance on multiplication tasks. Journal of Numerical Cognition, 6(1), 1-21. https://doi.org/10.5964/jnc.v6i1.211en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/5470
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.6074
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v6i1.211
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Is related tohttps://doi.org/10.23668/psycharchives.3018
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Keyword(s)actionen_US
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Keyword(s)embodied cognitionen_US
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Keyword(s)hand placementen_US
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Keyword(s)hand postureen_US
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Keyword(s)STEM educationen_US
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Keyword(s)mathematical learning and performanceen_US
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Dewey Decimal Classification number(s)150
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TitleHand position affects performance on multiplication tasksen_US
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DRO typearticle
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Issue1
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Journal titleJournal of Numerical Cognition
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Page numbers1–21
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Volume6
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Visible tag(s)Version of Recorden_US