Evidence for a retrieval over a sum counting theory of adults' simple addition.

Abstract

Researchers have recently proposed that educated adults solve the simplest addition problems (e.g., 3 + 2) by an automatic counting procedure, challenging the long-held view that educated adults solve small additions by associative memory retrieval. We tested predications of a sum-counting model that assumes a procedure in which the 2 quantities represented by the operands are encoded and counted sequentially. Here, we presented the 2 operands sequentially (e.g., "3 +" first and then "2") and manipulated the preview time for the first operand (O1) and operator across 2 experiments (both n = 36); the O1 preview times were 1000 ms and 500 ms in Experiments 1 and 2, respectively. We measured response time (RT) from the presentation of the second operand (O2) and compared it with RT when both operands appeared simultaneously. Contrary to the sum-counting model, with sequential presentation, problems with the same O2 sizes (e.g., 3 + 2, 4 + 2) demonstrated significant RT differences across levels of O1, and the sum of the operands was a better RT predictor than O2 with both sequential and simultaneous displays. These results challenge a sum-counting model of the present data but are consistent with a memory retrieval theory. (PsycINFO Database Record (c) 2019 APA, all rights reserved).