{"pk":29981,"title":"Are content effects out of sight? An eye-tracking study of arithmetic problem solving","subtitle":null,"abstract":"Evidence suggests that general, non-mathematical knowledge\nabout the entities described in an arithmetic word problem may\ninterfere with its encoding. We used behavioral and eye-\ntracking measures to investigate how the use of specific\nquantities may foster a cardinal representation of the numbers\nmentioned in a problem, whereas other quantities may favor an\nordinal representation instead. We asked 50 pre-service\nteachers to complete a solution validity assessment task. We\ncompared participants’ gaze patterns on isomorphic problems\nto gather insights into their encoded representations. On\nproblems featuring cardinal quantities, we found that specific\nsentences describing elements relevant in a cardinal\nunderstanding of the problems but irrelevant otherwise were\nlooked at longer and were the focus of a higher number of\nbackward eye movements. Additionally, an increase in pupil\ndilation on correctly solved cardinal problems supported the\nidea that participants need to engage in a recoding process\nwhen facing semantic incongruence.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"arithmetic word problems; encoding effects; eye\ntracking; mathematical cognition; problem solving"}],"section":"Poster Session 3","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7zk5d0w2","frozenauthors":[{"first_name":"Hippolyte","middle_name":"","last_name":"Gros","name_suffix":"","institution":"","department":""},{"first_name":"Emmanuel","middle_name":"","last_name":"Sander","name_suffix":"","institution":"","department":""},{"first_name":"Jean-Pierre","middle_name":"","last_name":"Thibaut","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2020-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29981/galley/19835/download/"}]}