Can "You" Make a Difference? Investigating Whether Perspective-Taking Improves Performance on Inconsistent Mathematical Word Problems

Autor/inn/en	de Koning, Björn B.; van de Schoot, Menno
Titel	Can "You" Make a Difference? Investigating Whether Perspective-Taking Improves Performance on Inconsistent Mathematical Word Problems
Quelle	In: Applied Cognitive Psychology, 33 (2019) 5, S.911-917 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Koning, Björn B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3555
Schlagwörter	Form Classes (Languages); Perspective Taking; Word Problems (Mathematics); Problem Solving; Error Patterns; Arithmetic; Elementary School Students; Reading Comprehension + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; Zukunftsperspektive; Textaufgabe; Problemlösen; Fehlertyp; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Leseverstehen
Abstract	Pronouns encouraging a second-person perspective (e.g., "you/your") affect peoples' mental representations constructed while reading and improve learning. The present study applied these insights to a domain in that such pronoun effects have yet been unexplored: mathematical word problem solving. Specifically, we encouraged a second-person perspective (using "your") in an attempt to reduce the consistency effect, that is, the finding that more errors are made on word problems containing a relational keyword inconsistent rather than consistent with the required arithmetic operation. Primary school children solved consistent and inconsistent word problems (containing the relational keywords "less than") presented in third-person (i.e., store name) or second-person ("your store") perspective. Results demonstrated the consistency effect, but the perspective manipulation did not produce significant differences between conditions, that is, a second-person perspective did not reduce the consistency effect. These findings suggest that reducing the consistency effect may require a less subtle approach than using personalized pronouns. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01