Tolerance for error and computational estimation ability

Psychological Reports

Volumn 94, Issue 3 II, 2004, Pages 1393-1403

  Hogan, Thomas P ^a   Wyckoff, Laurie A ^a   Krebs, Paul ^a   Jones, William ^a   Fitzgerald, Mark P ^a  

^a UNIVERSITY OF SCRANTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4644294924     PISSN: 00332941     EISSN: 1558691X     Source Type: Journal    
DOI: 10.2466/pr0.94.3c.1393-1403     Document Type: Review

References (48)

1. ACKERMAN, P. L. (1996) A theory of adult intellectual development: process, personality, interests, and knowledge. Intelligence, 22, 227-257.
2. ACKERMAN, P. L., & HEGGESTAD, E. D. (1997) Intelligence, personality, and interests: evidence for overlapping traits. Psychological Bulletin, 121, 219-245.
3. ALLPORT, G. W., & ODBERT, H. S. (1936) Trait-names: a psycho-lexical study. Psychological Monographs, 47, No. 1 (Whole No. 211).
4. ANASTASI, A., & URBINA, S. (1997) Psychological testing. (7th ed.) Upper Saddle River, NJ: Macmillan.
5. BEASLEY, T. M., LONG, J. D., & NATALI, M. (2001) A confirmatory factor analysis of the Mathematics Scale for Children. Measurement and Evaluation in Counseling and Development, 34, 14-26.
6. BRASWELL, J. S., LUTKUS, A. D., GRIGG, W. S., SANTAPAU, S. L., TAY-LIM, B., & JOHNSON, M. (2001) The nation's report card: mathematics 2000. Washington, DC: National Center for Education Statistics.
7. CARROLL, J. B. (1993) Human cognitive abilities: a survey of factor analytic strategies. New York: Cambridge.
8. CARUSO, T. C. (2000) Reliability generalization and the NEO personality scales. Educational and Psychological Measurement, 60, 236-254.
9. CATTELL, R. B. (1943) The description of personality: basic traits resolved into clusters. Journal of Abnormal and Social Psychology, 38, 476-506.
10. CATTELL, R. B. (1945) The principal trait clusters for describing personality. Psychological Bulletin, 42, 129-161.
11. COHEN, T. (1988) Statistical power analysis for the behavioral sciences. (2nd ed.) Hillsdale, NJ: Erlbaum.
12. CONN, S. R., & RIEKE, M. L. (1994) The 16PF Fifth Edition technical manual. Champaign, IL: Institute for Personality and Ability Testing.
13. COSTA, P. T. JR., & MCCRAE, R. R. (1992) NEO PI-R professional manual. Odessa, FL: Psychological Assessment Resources.
14. DIGMAN, J. M. (1990) Personality structure: the emergence of the five-factor model. Annual Review of Psychology, 41, 417-440.
15. DOMINO, G. (1997) Psychological testing: an introduction. Upper Saddle River, NJ: Prentice-Hall.
16. DOWKER, A. (1992) Computational estimation strategies of professional mathematicians. Journal for Research in Mathematics Education, 23, 45-55.
17. DOWKER, A., FLOOD, A., GRIFFITHS, H., HARRISS, L., & HOOK, L. (1996) Estimation strategies of four groups. Mathematical Cognition, 2, 113-133.
18. GOFF, M., & ACKERMAN, P. L. (1992) Personality-intelligence relations: assessment of typical intellectual engagement. Journal of Educational Psychology, 84, 537-552.
19. GOLDBERG, L. R. (1981) Language and individual differences: the search for universals in personality lexicons. In L. wheeler (Ed.), Review of personality and social psychology. Beverly Hills, CA: Sage. Pp. 141-165.
20. GOLDBERG, L. R. (1993) The structure of phenotypic personality traits. American Psychologist, 48, 26-34.
21. GRAZIANO, W. G., & EISENBERG, N. (1997) Agreeableness: a dimension of personality. In R. Hogan, J. Johnson, & S. Briggs (Eds.), Handbook of personality psychology. San Diego, CA: Academic Press. Pp. 795-825.
22. HANSOM, S. A., & HOGAN, T. P. (2000) Computational estimation skill of college students. Journal for Research in Mathematics Education, 31, 483-499.
23. HEMBREE, R. (1990) The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21, 33-46.
24. Ho, H., SENTURK, D., LAM, A. G., ZIMMER, J. M., HONG, S., OKAMOTO, Y., CHIU, S., NAKAZAWA, Y., & PENG, C. (2000) The affective and cognitive dimensions of math anxiety: a cross-national study. Journal for Research in Mathematics Education, 31, 362-379.
25. HOGAN, T. P. (1977) Students' interests in particular mathematics topics. Journal for Research in Mathematics Education, 8, 115-122.
26. HOGAN, T. P., & BREZINSKI, K. L. (2003) Quantitative estimation: one, two, or three abilities? Mathematical Thinking and Learning, 5, 259-280.
27. HORN, J. (1988) Thinking about human abilities. In J. R. Nesselroade & R. B. Cattell (Eds.), Handbook of multivariate experimental psychology. (2nd ed.) New York: Plenum. Pp. 645-686.
28. JANDA, L. H. (1998) Psychological testing: theory and applications, Needham Heights, MA: Allyn & Bacon.
29. KÖLLER, O., BAUMERT, J., & SCHNABEL, K. (2001) Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 32, 448-470.
30. LEFEVRE, J. A., GSEENHAM, S. L., & WAHEED, N. (1993) The development of procedural and conceptual knowledge in computational estimation. Cognition and Instruction, 11, 95-132.
31. LEVINE, D. R. (1982) Strategy use and estimation ability of college students. Journal for Research in Mathematics Education, 11, 350-359.
32. MA, X., & KISHOR, N. (1997) Assessing the relationship between attitude toward mathematics and achievement in mathematics: a meta-analysis. Journal for Research in Mathematics Education, 28, 26-47.
33. MARSH, H. W., CRAVEN, R., & DEBUS, R. (1999) Separation of competency and affect components of multiple dimensions of academic self-concept: a developmental perspective. Merrill-Palmer Quarterly, 45, 567-601.
34. MCCRAE, R. R., & COSTA, P. T., JR. (1997) Conceptions and correlates of openness to experience. In R. Hogan, T. Johnson, & S. Briggs (Eds.), Handbook of personality psychology. San Diego, CA: Academic Press. Pp. 826-848.
35. MITCHELL, J. H., HAWKINS, E. F., STANCAVAGE, F. B., & DOSSEY, J. A. (1999) Estimation skills, mathematics-in-context, and advanced skills in mathematics: results from three studies of the National Assessment of Educational Progress 1996 mathematics assessment. Washington, DC: National Center for Education Statistics.
36. MULLIS, I. V., MARTIN, M. O., GONZALES, E. J., GREGORY, K. D., GARDEN, R. A., O'CONNOR, K. M., CHROSTOWSKI, S. J., & SMITH, T. A. (2000) TIMSS 1999 international mathematics report. Boston, MA: International Study Center, Boston College.
37. MURPHY, K. R., & MYORS, B. (1998) Statistical power analysis: a simple and general model for traditional and modern hypothesis tests. Mahwah, NJ: Erlbaum.
38. REYES, L. H. (1984) Affective variables and mathematics education. The Elementary School Journal, 84, 558-581.
39. REYS, R. E., BESTGEN, B. J., RYBOLT, J. F., & WYATT, J. W. (1980) Identification and characterization of computational estimation processes used by inschool pupils and out-of-school adults. (Final Report, National Institute of Education, Grant No. NIE 79-0088)
40. REYS, R. E., BESTGEN, B. J., RYBOLT, J. F., & WYATT, J. W. (1982) Processes used by good computational estimators. Journal for Research in Mathematics Education, 13, 183-201.
41. ROMBERG, T. A., & KAPUT, J. J. (1999) Mathematics worth teaching, mathematics worth understanding. In E. Fennema & T. A. Romberg (Eds.), Mathematics classrooms that promote understanding. Mahwah, NJ: Erlbaum. Pp. 3-17.
42. RUBENSTEIN, R. (1985) Computational estimation and related mathematical skills. Journal for Research in Mathematics Education, 16, 106-119.
43. SOWDER., I. (1989) Affective factors and computational estimation ability. In D. B. McLeod & V. M. Adams (Eds.), Affect and mathematical problem solving: a new perspective. New York: Springer-Verlag. Pp. 177-191.
44. SOWDER, J. (1992a) Estimation and number sense. In D. A. Grouws (Ed.), Handhook of research on mathematics teaching and learning. New York: Macmillan. Pp. 371-389.
45. SOWDER, J. (1992b) Making sense of numbers in school mathematics. In G. Leinhardt, R. Putnam, & R. A. Hattrup (Eds.), Analysis of arithmetic for mathematics teaching. Hillsdale, NJ: Erlbaum. Pp. 1-51.
46. SOWDER, J., & WHEELER, M. M. (1989) The development of concepts and strategies used in computational estimation. Journal for Research in Mathematics Education, 29, 130-146.
47. STANIC, G. M., & HART, L. E. (1995) Attitudes, persistence, and mathematics achievement: qualifying race and sex differences. In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education. Cambridge, UK: Cambridge. Pp. 258-276.
48. WIGGINS, J. S., & TRAPNELL, P. D. (1997) Personality structure: the return of the big five. In R. Hogan, J. Johnson, & S. Briggs (Eds.), Handbook of personality psychology. San Diego, CA: Academic Press. Pp. 737-766.