Literaturnachweis - Detailanzeige
| Autor/inn/en | Agostino, Alba; Johnson, Janice; Pascual-Leone, Juan |
|---|---|
| Titel | Executive Functions Underlying Multiplicative Reasoning: Problem Type Matters |
| Quelle | In: Journal of Experimental Child Psychology, 105 (2010) 4, S.286-305 (20 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0965 |
| DOI | 10.1016/j.jecp.2009.09.006 |
| Schlagwörter | Reading Comprehension; Reading Tests; Age; Structural Equation Models; Inhibition; Word Problems (Mathematics); Elementary School Students; Learning Disabilities; Cognitive Processes; Problem Solving; Measures (Individuals); Prediction |
| Abstract | We investigated the extent to which inhibition, updating, shifting, and mental-attentional capacity ("M"-capacity) contribute to children's ability to solve multiplication word problems. A total of 155 children in Grades 3-6 (8- to 13-year-olds) completed a set of multiplication word problems at two levels of difficulty: one-step and multiple-step problems. They also received a reading comprehension test and a battery of inhibition, updating, shifting, and "M"-capacity measures. Structural equation modeling showed that updating mediated the relationship between multiplication performance (controlling for reading comprehension score) and latent attentional factors "M"-capacity and inhibition. Updating played a more important role in predicting performance on multiple-step problems than did age, whereas age and updating were equally important predictors on one-step problems. Shifting was not a significant predictor in either model. Implications of proposing executive function updating as a mediator between mathematical cognition and chronological age and attention resources are discussed. (Contains 4 tables and 4 figures.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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