Does Cognitive Strategy Training on Word Problems Compensate for Working Memory Capacity in Children with Math Difficulties?

Autor/in	Swanson, H. Lee
Titel	Does Cognitive Strategy Training on Word Problems Compensate for Working Memory Capacity in Children with Math Difficulties?
Quelle	In: Journal of Educational Psychology, 106 (2014) 3, S.831-848 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0035838
Schlagwörter	Teaching Methods; Cognitive Processes; Learning Problems; Mathematics Instruction; Mathematics Skills; Word Problems (Mathematics); Problem Solving; Learning Strategies; Short Term Memory; Instructional Effectiveness; Elementary School Students; Grade 3; Comparative Analysis; Verbal Stimuli; Visual Stimuli; Control Groups; Experimental Groups; Pretests Posttests; Statistical Analysis; Multivariate Analysis; Raven Progressive Matrices; Wechsler Individual Achievement Test; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Lernproblem; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Textaufgabe; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kurzzeitgedächtnis; Unterrichtserfolg; School year 03; 3. Schuljahr; Schuljahr 03; Statistische Analyse; Multivariate Analyse; WIAT; Eignungsprüfung; Eignungstest
Abstract	Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may have their resources overtaxed. Children in Grade 3 (N = 147) were randomly assigned to 1 of 4 conditions: (a) verbal strategies (e.g., underlining question sentence), (b) visual strategies (e.g., correctly placing numbers in diagrams), (c) verbal plus visual strategies, or (d) an untreated control. In line with the predictions, children with MD and higher WMC benefited from verbal or visual strategies relative to those in the control condition on posttest measures of problem solving, calculation, and operation span. In contrast, cognitive strategies decreased problem-solving accuracy in children with low WMC. Thus, improvement in problem solving and related measures, as well as the impairment in learning outcomes, was moderated by WMC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06