According to the most influential model of number processing, the Triple Code Model by Dehaene and colleagues [ 1- 4], numerical cognition rests on the representation of numerical magnitude and its further processing by arithmetic procedures, as well as on arithmetical facts stored in long-term memory.
The rule known as Church's theorem or Church's thesis (proposed independently by Alan M. Turing) states that only recursive functions can be calculated mechanically and implies that arithmetic procedures cannot be used to decide the consistency of statements formulated in accordance with the laws of arithmetic.
Some arithmetic procedures, such as addition of small numbers, rely on fact retrieval mechanisms supported by left hemisphere perisylvian language areas, while others, such as subtraction, rely on procedural-based mechanisms subserved by bilateral parietal cortices.
This finding was especially striking because Fraction Face-off! devoted less time to explicit instruction in fraction arithmetic procedures than did the standard curriculum.
Therefore, the current arithmetic-affective priming might be a useful tool in establishing the affective value of various arithmetic procedures in different types of math-achieving participants.
The determination scores were obtained through elementary arithmetic procedures, without inversion or transformation of values (range: 1 4), with a resulting midpoint of 2.5 for each item.
Supporting this last claim is the finding that in all 4 arithmetic procedures, math prime words significantly facilitated processing compared to positive prime words.
We found this effect for each of the arithmetic procedures (multiplication, addition, subtraction and division), thereby uncovering a direct link between emotion and simple arithmetic problem solving, and more specifically, between negative emotions and deficits in simple arithmetic problem solving in cases of DD.
In line with this rationale the carry effect is usually assumed to be categorical, meaning that there is either the need for a carry operation posing higher demands on, for instance, working memory, knowledge of arithmetic procedures, cognitive control, etc. or not.
An opposite pattern was found in the control group: In 3 arithmetic procedures (addition, multiplication and subtraction) responding to targets were faster after the presentation of math prime words compared to the presentation of negative prime words but still significantly slower compared to when being presented after positive prime words.
It is also evident that the combination of the models of the considered institutes, even using the simple arithmetic averaging procedure, yields lower differences relative to GRACE.
