{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/45553"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/45553","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Evaluating the response time criterion for defining first graders' fluency with basic addition and subtraction","abstract":"The meaningful learning of basic number combinations typically progresses through three overlapping phases: counting, deliberate reasoning, and retrieval. The aim of conducting the present study was to evaluate the 3-seconds response time (RT) criterion used for defining achievement of retrieval of basic addition and subtraction combinations. The rationale for the study was that, theoretically, an ideal criterion for retrieval should exclude all instances of counting or deliberate reasoning. Although statistical tests were not possible, qualitative analyses revealed that the 3-second criterion did exclude all responses scored as counting but not all cases scored as overt reasoning. That is, the 3-seconds criterion included responses scored as overt reasoning and so may have over-estimated retrieval. Empirical analysis also suggested that different RT cut-offs might be more suitable to identify retrieval of basic addition and subtraction combinations.","abstract_html":"The meaningful learning of basic number combinations typically progresses through three overlapping phases: counting, deliberate reasoning, and retrieval. The aim of conducting the present study was to evaluate the 3-seconds response time (RT) criterion used for defining achievement of retrieval of basic addition and subtraction combinations. The rationale for the study was that, theoretically, an ideal criterion for retrieval should exclude all instances of counting or deliberate reasoning. Although statistical tests were not possible, qualitative analyses revealed that the 3-second criterion did exclude all responses scored as counting but not all cases scored as overt reasoning. That is, the 3-seconds criterion included responses scored as overt reasoning and so may have over-estimated retrieval. Empirical analysis also suggested that different RT cut-offs might be more suitable to identify retrieval of basic addition and subtraction combinations.","abstract_has_math":false,"creators":["Bajwa, Neet Priya"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Baroody, Arthur J."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-08-22T16:47:34Z","date_published":"2013-08-22T16:47:34Z","updated_at":"2026-07-22T22:25:36Z","subjects":["Response time","Reasoning","Retrieval"],"languages":["en"],"rights":["Copyright 2013 Neet Priya Bajwa"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/45553","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Baroody, Arthur J."]},{"key":"dc:creator","label":"Author","values":["Bajwa, Neet Priya"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-08-22T16:47:34Z","2015-08-22T10:00:47Z","2013-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Response time","Reasoning","Retrieval"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2013 Neet Priya Bajwa"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/45553"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The meaningful learning of basic number combinations typically progresses through three overlapping phases: counting, deliberate reasoning, and retrieval. 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