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Mendeley readers
Attention Score in Context
| Title |
Implicit Learning of Arithmetic Regularities Is Facilitated by Proximal Contrast
|
|---|---|
| Published in |
PLOS ONE, October 2012
|
| DOI | 10.1371/journal.pone.0048868 |
| Pubmed ID | |
| Authors |
Richard W. Prather |
| Abstract |
Natural number arithmetic is a simple, powerful and important symbolic system. Despite intense focus on learning in cognitive development and educational research many adults have weak knowledge of the system. In current study participants learn arithmetic principles via an implicit learning paradigm. Participants learn not by solving arithmetic equations, but through viewing and evaluating example equations, similar to the implicit learning of artificial grammars. We expand this to the symbolic arithmetic system. Specifically we find that exposure to principle-inconsistent examples facilitates the acquisition of arithmetic principle knowledge if the equations are presented to the learning in a temporally proximate fashion. The results expand on research of the implicit learning of regularities and suggest that contrasting cases, show to facilitate explicit arithmetic learning, is also relevant to implicit learning of arithmetic. |
X Demographics
The data shown below were collected from the profiles of 3 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Spain | 1 | 33% |
| United States | 1 | 33% |
| Unknown | 1 | 33% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Scientists | 3 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 31 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 31 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 6 | 19% |
| Researcher | 4 | 13% |
| Professor > Associate Professor | 4 | 13% |
| Student > Bachelor | 3 | 10% |
| Professor | 3 | 10% |
| Other | 7 | 23% |
| Unknown | 4 | 13% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 11 | 35% |
| Medicine and Dentistry | 3 | 10% |
| Engineering | 2 | 6% |
| Neuroscience | 2 | 6% |
| Agricultural and Biological Sciences | 1 | 3% |
| Other | 5 | 16% |
| Unknown | 7 | 23% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 01 November 2012.
All research outputs
#14,154,868
of 22,684,168 outputs
Outputs from PLOS ONE
#115,680
of 193,651 outputs
Outputs of similar age
#106,788
of 184,188 outputs
Outputs of similar age from PLOS ONE
#2,606
of 4,894 outputs
Altmetric has tracked 22,684,168 research outputs across all sources so far. This one is in the 35th percentile – i.e., 35% of other outputs scored the same or lower than it.
So far Altmetric has tracked 193,651 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 15.0. This one is in the 36th percentile – i.e., 36% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 184,188 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 39th percentile – i.e., 39% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 4,894 others from the same source and published within six weeks on either side of this one. This one is in the 43rd percentile – i.e., 43% of its contemporaries scored the same or lower than it.