Effects of abacus learning on 3rd-graders' performance in paper-and-pencil tests of calculation

SHIZUKO AMAIWA; GIYOO HATANO

doi:10.4992/psycholres1954.31.161

SHIZUKO AMAIWA, GIYOO HATANO

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Keywords: abacus learning, addition, subtraction, transfer, proficiency

JOURNAL FREE ACCESS

1989 Volume 31 Issue 4 Pages 161-168

DOI https://doi.org/10.4992/psycholres1954.31.161

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Published: December 25, 1989 Received: September 10, 1987 Available on J-STAGE: February 24, 2009 Accepted: May 13, 1989 Advance online publication: - Revised: -
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Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : Amaiwa, S. 1987 Transfer of subtraction procedures from abacus to paper and pencil computation. Japanese Journal of Educational Psychology. 35, 41-48. (In Japanese with English abstract)
Amaiwa, S., & Hatano, G. 1983 Comprehension of subtraction procedures by beginning abacus learners. Paper presented at the 47th Annual Convention of the Japanese Psychological Association. (In Japanese)
Anderson, J. R. 1980 Cognitive psychology and its implications. San Francisco: Freeman.
Asao, H. 1976 Effects of abacus learning on children's intellectual development. Nihonshuzan [Abacus in Japan], July, No. 269, Pp. 18-22. (In Japanese)
Asao, H., & Hatano, G. 1980 Paper-and-pencil computational skills of beginning abacus learners. Paper presented at the 22nd Annual Convention of the Japanese Association of Educational Psychology. (In Japanese)
Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. 1983 Learning, remembering, and understanding. In J. H. Flavell & E. M. Markman (Eds.), Handbook of child psychology: Vol. 3. Cognitive development. 4th ed. New York: Wiley. Pp. 77-166.
Brown, A. L., & Campione, J. C. 1984 Three faces of transfer: Implications for early competence, individual differences, and instruction. In M. E. Lamb, A. L. Brown & B. Rogoff (Eds.), Advances in developmental psychology. Vol. 3. New Jersey: Lawrence Erlbaum Associates. Pp. 143-192.
Brownell, W. A. 1956 Meaning and skill-Maintaining the balance. Arithmetic Teacher, 3, 129-136.
Case, R. 1985 Intellectual development: Birth to adulthood. Orlando: Academic Press.
Ezaki, S. 1980 On interiorized activity in abacus-derived mental arithmetic. Nihon-Shu-zan, No. 314, Pp. 2-5. (In Japanese)
Hashimoto, J., Tatsuno, C., & Fukuzawa, S. 1975 Effects of abacus learning upon classroom performances. Shuzan-shunju [Abacus Quarterly], November, No. 40, Pp. 2-20. (In Japanese)
Hatano, G. 1982 Cognitive consequences of practice in culture specific procedural skills, Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4, 15-18.
Hatano, G. & Inagaki, K. 1986 Two courses of expertise. In H, Stevenson, H. Azuma & K. Hakura (Eds.), Child development and education in Japan. San Francisco: Freeman. Pp. 262-272.
Oguro, S. 1977 A study on arithmetic achievement in lower elementary grades. Hokkaido University of Education Bulletin (1st part, Educational Science). 28 (1), 65-76. (In Japanese)

Right : Amaiwa, S. 1987 Transfer of subtraction procedures from abacus to paper and pencil computation. Japanese Journal of Educational Psychology. 35, 41-48.(In Japanese with English abstract)
Amaiwa, S., & Hatano, G. 1983 Comprehension of subtraction procedures by beginning abacus learners. Paper presented at the 47th Annual Convention of the Japanese Psychological Association.(In Japanese)
Anderson, J. R. 1980 Cognitive psychology and its implications. San Francisco: Freeman
Asao, H. 1976 Effects of abacus learning on children's intellectual development. Nihonshuzan [Abacus in Japan], July, No.269, Pp.18-22.(In Japanese)
Asao, H., & Hatano, G. 1980 Paper-and-pencil computational skills of beginning abacus learners. Paper presented at the 22nd Annual Convention of the Japanese Association of Educational Psychology.(In Japanese)
Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. 1983 Learning, remembering, and understanding. In J. H. Flavell & E. M. Markman (Eds.), Handbook of child psychology: Vol.3. Cognitive development. 4th ed. New York: Wiley. Pp.77-166.
Brown, A. L., & Campione, J. C. 1984 Three faces of transfer: Implications for early competence, individual differences, and instruction. In M. E. Lamb, A. L. Brown & B. Rogoff (Eds.), Advances in developmental psychology. Vol.3. New Jersey: Lawrence Erlbaum Associates. Pp.143-192.
Brownell, W. A. 1956 Meaning and skill Maintaining the balance. Arithmetic Teacher, 3, 129-136.
Case, R. 1985 Intellectual development: Birth to adulthood. Orlando: Academic Press.
Ezaki, S. 1980 On interiorized activity in abacus-derived mental arithmetic. Nihon-Shuzan, No.314, Pp.2-5.(In Japanese)
Hashimoto, J., Tatsuno, C., & Fukuzawa, S. 1975 Effects of abacus learning upon classroom performances. Shuzan-shunju [Abacus Quarterly], November, No.40, Pp.2-20.(In Japanese)
Hatano, G. 1982 Cognitive consequences of practice in culture specific procedural skills, Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4, 15-18.
Hatano, C. & Inagaki, K. 1986 Two courses of expertise. In H, Stevenson, H. Azuma & K. Hakura (Eds.), Child development and education in Japan. San Francisco: Freeman. Pp.262-272.
Oguro, S. 1977 A study on arithmetic achievement in lower elementary grades. Hokkaido University of Education Bulletin (1st part, Educational Science). 28 (1), 65-76.(In Japanese)

Date of correction: February 24, 2009 Reason for correction: - Correction: PDF FILE Details: -

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : Amaiwa, S. 1987 Transfer of subtraction procedures from abacus to paper and pencil computation. Japanese Journal of Educational Psychology. 35, 41-48.(In Japanese with English abstract)
Amaiwa, S., & Hatano, G. 1983 Comprehension of subtraction procedures by beginning abacus learners. Paper presented at the 47th Annual Convention of the Japanese Psychological Association.(In Japanese)
Anderson, J. R. 1980 Cognitive psychology and its implications. San Francisco: Freeman
Asao, H. 1976 Effects of abacus learning on children's intellectual development. Nihonshuzan [Abacus in Japan], July, No.269, Pp.18-22.(In Japanese)
Asao, H., & Hatano, G. 1980 Paper-and-pencil computational skills of beginning abacus learners. Paper presented at the 22nd Annual Convention of the Japanese Association of Educational Psychology.(In Japanese)
Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. 1983 Learning, remembering, and understanding. In J. H. Flavell & E. M. Markman (Eds.), Handbook of child psychology: Vol.3. Cognitive development. 4th ed. New York: Wiley. Pp.77-166.
Brown, A. L., & Campione, J. C. 1984 Three faces of transfer: Implications for early competence, individual differences, and instruction. In M. E. Lamb, A. L. Brown & B. Rogoff (Eds.), Advances in developmental psychology. Vol.3. New Jersey: Lawrence Erlbaum Associates. Pp.143-192.
Brownell, W. A. 1956 Meaning and skill Maintaining the balance. Arithmetic Teacher, 3, 129-136.
Case, R. 1985 Intellectual development: Birth to adulthood. Orlando: Academic Press.
Ezaki, S. 1980 On interiorized activity in abacus-derived mental arithmetic. Nihon-Shuzan, No.314, Pp.2-5.(In Japanese)
Hashimoto, J., Tatsuno, C., & Fukuzawa, S. 1975 Effects of abacus learning upon classroom performances. Shuzan-shunju [Abacus Quarterly], November, No.40, Pp.2-20.(In Japanese)
Hatano, G. 1982 Cognitive consequences of practice in culture specific procedural skills, Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4, 15-18.
Hatano, C. & Inagaki, K. 1986 Two courses of expertise. In H, Stevenson, H. Azuma & K. Hakura (Eds.), Child development and education in Japan. San Francisco: Freeman. Pp.262-272.
Oguro, S. 1977 A study on arithmetic achievement in lower elementary grades. Hokkaido University of Education Bulletin (1st part, Educational Science). 28 (1), 65-76.(In Japanese)

Right : Amaiwa, S. 1987 Transfer of subtraction procedures from abacus to paper and pencil computation. Japanese Journal of Educational Psychology. 35, 41-48.(In Japanese with English abstract)
Amaiwa, S., & Hatano, G. 1983 Comprehension of subtraction procedures by beginning abacus learners. Paper presented at the 47th Annual Convention of the Japanese Psychological Association.(In Japanese)
Anderson, J. R. 1980 Cognitive psychology and its implications. San Francisco: Freeman.
Asao, H. 1976 Effects of abacus learning on children's intellectual development. Nihonshuzan [Abacus in Japan], July, No.269, Pp.18-22.(In Japanese)
Asao, H., & Hatano, G. 1980 Paper-and-pencil computational skills of beginning abacus learners. Paper presented at the 22nd Annual Convention of the Japanese Association of Educational Psychology.(In Japanese)
Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. 1983 Learning, remembering, and understanding. In J. H. Flavell & E. M. Markman (Eds.), Handbook of child psychology: Vol.3. Cognitive development. 4th ed. New York: Wiley. Pp.77-166.
Brown, A. L., & Campione, J. C. 1984 Three faces of transfer: Implications for early competence, individual differences, and instruction. In M. E. Lamb, A. L. Brown & B. Rogoff (Eds.), Advances in developmental psychology. Vol.3. New Jersey: Lawrence Erlbaum Associates. Pp.143-192.
Brownell, W. A. 1956 Meaning and skill-Maintaining the balance. Arithmetic Teacher, 3, 129-136.
Case, R. 1985 Intellectual development: Birth to adulthood. Orlando: Academic Press.
Ezaki, S. 1980 On interiorized activity in abacus-derived mental arithmetic. Nihon-Shuzan, No.314, Pp.2-5.(In Japanese)
Hashimoto, J., Tatsuno, C., & Fukuzawa, S. 1975 Effects of abacus learning upon classroom performances. Shuzan-shunju [Abacus Quarterly], November, No.40, Pp.2-20.(In Japanese)
Hatano, G. 1982 Cognitive consequences of practice in culture specific procedural skills, Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4, 15-18.
Hatano, G. & Inagaki, K. 1986 Two courses of expertise. In H, Stevenson, H. Azuma & K. Hakura (Eds.), Child development and education in Japan. San Francisco: Freeman. Pp.262-272.
Oguro, S. 1977 A study on arithmetic achievement in lower elementary grades. Hokkaido University of Education Bulletin (1st part, Educational Science). 28 (1), 65-76.(In Japanese)

Abstract

This study was aimed at investigating effects of after-school abacus learning on paper-and-pencil calculation. Two speeded tests of basic calculation, “power tests” of multi-digit addition, subtraction, open sentence problems and word problems involving addition and subtraction, and comprehension of the “trade” principle between columns were given to 110 3rd-graders, 53 of whom were learning abacus outside the school. The abacus learners (a) were much quicker in basic calculation, (b) made more correct responses in multi-digit subtraction, and (c) more often wrote a mathematical expression and identified the missing number correctly. All these differences remained significant even when school grade in language entered analyses as a covariate. However, when the speed of basic calculation was partialled out, differences in other tests became insignificant. No difference was observed in comprehension of the trade principle. Abacus learning seemed to have influenced paper-and-pencil calculation not through conceputal understanding, but through proficiency in shared component skills.

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