Cognitive and Linguistic Predictors of Mathematical Word Problems with and without Irrelevant Information

Autor/inn/en	Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas
Titel	Cognitive and Linguistic Predictors of Mathematical Word Problems with and without Irrelevant Information
Quelle	(2016), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Mathematics; Elementary School Students; Grade 2; Mathematics Skills; Word Problems (Mathematics); Predictor Variables; Cognitive Processes; Language Aptitude; Short Term Memory; Pretests Posttests; Problem Solving; Arithmetic; Attention; Cohort Analysis; Reading Comprehension; Diagnostic Tests; Reading Tests; Intelligence Tests; Cognitive Ability; Cognitive Tests; Recall (Psychology); Multiple Regression Analysis; Woodcock Diagnostic Reading Battery; Wechsler Adult Intelligence Scale; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; School year 02; 2. Schuljahr; Schuljahr 02; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Textaufgabe; Prädiktor; Cognitive process; Kognitiver Prozess; Sprachbegabung; Spracheignung; Kurzzeitgedächtnis; Problemlösen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Aufmerksamkeit; Kohortenanalyse; Leseverstehen; Diagnostic test; Diagnostischer Test; Lesetest; Intelligence test; Intelligenztest; Denkfähigkeit; Kognitiver Fähigkeitstest; Abberufung
Abstract	The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem skill as well as language ability, working memory capacity, and processing speed; in the spring, they were tested on a word-problem measure that included items with versus without irrelevant information. Significant predictors common to both forms of word problems were initial arithmetic and word problem-solving skill as well as language and working memory. Nonverbal reasoning predicted word problems with irrelevant information, but not word problems without irrelevant information. Findings are discussed in terms of implications for intervention and future research. [This paper was published in "Learning and Individual Differences."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01