HAL (France)
open access
Patterns of solution times for simple addition problems in 12-year-old children are not compatible with retrieval models: A rebuttal to Andras and Macizo (2025)
The cognitive mechanisms supporting arithmetic learning, in simple addition in particular, have long been debated. Whereas traditional models propose that counting strategies are gradually replaced by direct retrieval over development, the automatized counting theory suggests that expert performance
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