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Fecha
2022-07-25
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
Elsevier
Citas
Resumen
Children’s performance in arithmetic word problems (AWPs) predicts their academic success and their future employment and earnings in adulthood. Understanding the nature and difficulties of interpreting and solving AWPs is important for theoretical, educational, and social reasons. We investigated the relation between primary-school children’s performance in different types of AWPs and their basic cognitive abilities (reading comprehension, fluid intelligence, inhibition, and updating processes). The study involved 182 fourth- and fifth-graders. Participants were administered an AWP-solving task and other tasks assessing fluid intelligence, reading comprehension, inhibition, and updating. The AWP-solving task included comparison problems incorporating either the adverb more than or the adverb less than, which demand consistent or inconsistent operations of addition or subtraction. The results showed that consistent problems were easier than inconsistent ones. Efficiency in solving inconsistent problems is related to inhibition and updating. Moreover, our results seem to indicate that the consistency effect is related to updating processes’ efficiency. Path analyses showed that reading comprehension was the most important predictor of AWP-solving accuracy. Moreover, both executive functions—updating and inhibition—had a distinct and significant effect on AWP accuracy. Fluid intelligence had both direct and indirect effects, mediated by reading comprehension, on the overall measure of AWP performance. These domain-general factors are important factors in explaining children’s performance in solving consistent and inconsistent AWPs.
Descripción
The registered version of this conference paper, first published in "Journal of Experimental Child Psychology", is available online at the publisher's website: Elsevier, https://doi.org/10.1016/j.jecp.2022.105512
Categorías UNESCO
Palabras clave
inhibition, updating, word problem solving, fluid intelligence, working memory
Citación
Passolunghi, M. C., Duque, G., Carretti, B., Gómez-Veiga, I., Doz, E., & García-Madruga, J. A. (2022). The role of working memory updating, inhibition, fluid intelligence, and reading comprehension in explaining differences between consistent and inconsistent arithmetic word-problem-solving performance. Journal of Experimental Child Psychology, 224, 105512, https://doi.org/10.1016/j.jecp.2022.105512.
Centro
Facultad de Psicología
Departamento
Psicología Evolutiva y de la Educación