Working Memory, Attention, and Mathematical Problem Solving: A Longitudinal Study of Elementary School Children

Autor/in	Swanson, H. Lee
Titel	Working Memory, Attention, and Mathematical Problem Solving: A Longitudinal Study of Elementary School Children
Quelle	In: Journal of Educational Psychology, 103 (2011) 4, S.821-837 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0025114
Schlagwörter	Elementary School Students; Inhibition; Problem Solving; Short Term Memory; Grade 3; Grade 2; Grade 1; Longitudinal Studies; Tests; Cognitive Processes; Word Problems (Mathematics); Reading Achievement; Mathematics Achievement; Computation; Phonological Awareness; Coding + Suchen Sie Ihr Suchwort? Hemmung; Problemlösen; Kurzzeitgedächtnis; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Examination; Prüfung; Examen; Cognitive process; Kognitiver Prozess; Textaufgabe; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Codierung; Programmierung
Abstract	The role of working memory (WM) in children's growth in mathematical problem solving was examined in a longitudinal study of children (N = 127). A battery of tests was administered that assessed problem solving, achievement, WM, and cognitive processing (inhibition, speed, phonological coding) in Grade 1 children, with follow-up testing in Grades 2 and 3. The results were that (a) Grade 1 predictors that contributed unique variance to Grade 3 word problem-solving performance were WM, naming speed, and inhibition and (b) growth in the executive component of WM was significantly related to growth in word problem-solving accuracy. The results support the notion that growth in the executive system of WM is an important predictor of growth in children's problem solving beyond the contribution of cognitive measures of inattention, inhibition, and processing speed as well as achievement measures related to calculation and reading. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10