Sentence examples for multiplication knowledge from inspiring English sources

Make simple divisions using your multiplication knowledge.

Three further sets of empirical evidence from studies employing exactly the same task indicate that it is indeed the retrieval of multiplication fact knowledge that drives the multiplicativity effect.

When the articulatory loop is loaded by articulatory suppression, activation of verbally represented multiplication fact knowledge is impaired so that multiplicative triplets may have to be evaluated via the default strategy of magnitude manipulation as well.

Second, based on the eye fixation pattern recorded while participants performed the NBT, Moeller and colleagues [ 15] were able to associate the recognition of multiplicativity with fast and automatic activation of multiplication fact knowledge, because it specifically influenced eye-movement measures sensitive to stimulus driven bottom-up processing.

Considering this converging empirical evidence, it seems reasonable to assume the multiplicativity effect to originate from the recruitment of multiplication fact knowledge in the NBT.

Thereby, the observed relative slowing for multiplicative related triplets under articulatory suppression resulting in a reduced multiplicativity effect cannot be attributed to impaired verbal access to participants' multiplication fact knowledge.

Nuerk and colleagues [ 13] found multiplication fact knowledge to facilitate performance in the NBT (i.e., the multiplicativity effect: multiplicatively related triplets were classified faster than non-related triplets, see also [ 14- 16]).

The multiplication of knowledge bases in the system demands the coordination of all them.

Nevertheless, only a few experimental studies addressed the nature of the mental representation of multiplication fact knowledge.

In the current study, we investigated the influence of concurrent articulation on multiplication fact knowledge without active production of multiplication results.

In the current study we aimed at evaluating the nature of the representation of multiplication fact knowledge and in particular the auditory-verbal component of multiplication facts.