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The Codevelopment of Skill at and Preference for Use of Retrieval-Based Processes for Solving Addition Problems: Individual and Sex Differences from First to Sixth Grades
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Bailey, Drew H.; Littlefield, Andrew; Geary, David C. – Journal of Experimental Child Psychology, 2012
The ability to retrieve basic arithmetic facts from long-term memory contributes to individual and perhaps sex differences in mathematics achievement. The current study tracked the codevelopment of preference for using retrieval over other strategies to solve single-digit addition problems, independent of accuracy, and skilled use of retrieval…
Descriptors: Reaction Time, Grades (Scholastic), Mathematics Achievement, Short Term Memory
The Effect of Illustrations in Arithmetic Problem-Solving: Effects of Increased Cognitive Load
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Berends, Inez E.; van Lieshout, Ernest C. D. M. – Learning and Instruction, 2009
Arithmetic word problems are often presented accompanied by illustrations. The present study examined how different types of illustrations influence the speed and accuracy of performance of both good (n = 67) and poor arithmeticians (n = 63). Twenty-four arithmetic word problems were presented with four types of illustrations with increasing…
Descriptors: Short Term Memory, Word Problems (Mathematics), Arithmetic, Problem Solving
Can Interactive Working Memory Training Improve Learning?
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Alloway, Tracy – Journal of Interactive Learning Research, 2012
Background: Working memory is linked to learning outcomes and there is emerging evidence that training working memory can yield gains in working memory and fluid intelligence. Aims: The aim of the present study was to investigate whether interactive working memory training would transfer to acquired cognitive skills, such as vocabulary and…
Descriptors: Learning Problems, Outcomes of Education, Educational Objectives, Short Term Memory