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Sinha, Tanmay; Kapur, Manu; West, Robert; Catasta, Michele; Hauswirth, Matthias; Trninic, Dragan – Journal of Educational Psychology, 2021
Unscaffolded problem-solving before receiving instruction can give students opportunities to entertain their exploratory hypotheses at the expense of experiencing initial failures. Prior literature has argued for the efficacy of such preparatory activities in preparing students to learn from instruction. Despite growing understanding of the…
Descriptors: Scaffolding (Teaching Technique), Problem Solving, Failure, Success
Xu, Chang; Lafay, Anne; Douglas, Heather; Di Lonardo Burr, Sabrina; LeFevre, Jo-Anne; Osana, Helena P.; Skwarchuk, Sheri-Lynn; Wylie, Judith; Simms, Victoria; Maloney, Erin A. – Journal of Educational Psychology, 2022
Language skills play an important role in mathematics development. Students (7 to 10 years of age) learning school mathematics either in the same language used at home (first-language learners; n = 103) or in a different language (second-language learners; n = 57) participated in the study. Relations among cognitive skills (i.e., receptive…
Descriptors: Mathematics Skills, Language Skills, Arithmetic, Word Problems (Mathematics)
Rhodes, Katherine T.; Lukowski, Sarah; Branum-Martin, Lee; Opfer, John; Geary, David C.; Petrill, Stephen A. – Journal of Educational Psychology, 2019
The strategy choice model (SCM) is a highly influential theory of human problem-solving. One strength of this theory is the allowance for both item and person variance to contribute to problem-solving outcomes, but this central tenet of the model has not been empirically tested. Explanatory item response theory (EIRT) provides an ideal approach to…
Descriptors: Learning Strategies, Addition, Problem Solving, Item Response Theory
Mori, Kanetaka; Okamoto, Masahiko – Journal of Educational Psychology, 2017
We investigated how the updating function supports the integration process in solving arithmetic word problems. In Experiment 1, we measured reading time, that is, translation and integration times, when undergraduate and graduate students (n = 78) were asked to solve 2 types of problems: those containing only necessary information and those…
Descriptors: Foreign Countries, Undergraduate Students, Graduate Students, Mathematical Concepts
Wüstenberg, Sascha; Greiff, Samuel; Vainikainen, Mari-Pauliina; Murphy, Kevin – Journal of Educational Psychology, 2016
Changes in the demands posed by increasingly complex workplaces in the 21st century have raised the importance of nonroutine skills such as complex problem solving (CPS). However, little is known about the antecedents and outcomes of CPS, especially with regard to malleable external factors such as classroom climate. To investigate the relations…
Descriptors: Individual Differences, Problem Solving, Difficulty Level, Foreign Countries
Lee, Kerry; Ng, Ee Lynn; Ng, Swee Fong – Journal of Educational Psychology, 2009
Solving algebraic word problems involves multiple cognitive phases. The authors used a multitask approach to examine the extent to which working memory and executive functioning are associated with generating problem models and producing solutions. They tested 255 11-year-olds on working memory (Counting Recall, Letter Memory, and Keep Track),…
Descriptors: Problem Solving, Short Term Memory, Word Problems (Mathematics), Algebra
Hickendorff, Marian; van Putten, Cornelis M.; Verhelst, Norman D.; Heiser, Willem J. – Journal of Educational Psychology, 2010
Individual differences in strategy use (choice and accuracy) were analyzed. A sample of 362 Grade 6 students solved complex division problems under 2 different conditions. In the choice condition students were allowed to use either a mental or a written strategy. In the subsequent no-choice condition, they were required to use a written strategy.…
Descriptors: Individual Differences, Grade 6, Item Response Theory, Computation

Sternberg, Robert J. – Journal of Educational Psychology, 1981
Two nonentrenched tasks are described, one requiring projection into the future of states of objects, the other requiring complex anological reasoning where multiple terms of analogies can be replaced by alternative answer options. Some speculations are made about the implications of these results for educational theory and practice. (Author/GK)
Descriptors: Adults, Cognitive Processes, Correlation, Individual Differences

McKinney, James D. – Journal of Educational Psychology, 1975
Results support the general conclusion that the disposition to respond in either a reflective or impulsive fashion influences the problem-solving efficiency and strategy behavior of elementary school children. The relative impact of cognitive style on problem solving varied with developmental level and the type of problem solved. (Author/BJG)
Descriptors: Cognitive Processes, Difficulty Level, Elementary Education, Individual Differences

Bergan, John R.; And Others – Journal of Educational Psychology, 1982
Whether hierarchical ordering among fraction identification problems reflects the replacement of simple rules by complex rules was investigated. Latent class techniques revealed that children applied rules that were adequate for simple problems but had to be replaced to solve more complex problems. (Author/GK)
Descriptors: Difficulty Level, Elementary Education, Elementary School Mathematics, Fractions
Swanson, H. Lee; Jerman, Olga; Zheng, Xinhua – Journal of Educational Psychology, 2008
The influence of cognitive growth in working memory (WM) on mathematical problem solution accuracy was examined in elementary school children (N = 353) at risk and not at risk for serious math problem solving difficulties. A battery of tests was administered that assessed problem solving, achievement, and cognitive processing (WM, inhibition,…
Descriptors: Elementary School Students, Inhibition, Problem Solving, Short Term Memory
Swanson, H. Lee – Journal of Educational Psychology, 2006
Cross-sectional and incremental age effects on cognitive processes that underlie individual differences in components of working memory (WM; phonological loop, visual-spatial sketchpad, executive processing) and mathematical problem-solving accuracy were examined in elementary school children. A battery of tests was administered that assessed…
Descriptors: Short Term Memory, Mathematics Skills, Problem Solving, Individual Differences

Whitely, Susan E. – Journal of Educational Psychology, 1976
The results indicate that although relational concepts influence the cognitive aptitudes which are reflected in analogy item performance, success in solving analogies does not depend on individual differences in some major aspects of processing relationships. (Author/DEP)
Descriptors: Cognitive Measurement, Cognitive Processes, College Students, Individual Differences

Felker, Daniel B.; Dapra, Richard A. – Journal of Educational Psychology, 1975
Basic mathemagenic concepts were tested under instructional conditions. Research areas of interest were the effect of two different types of adjunct questions and adjunct question positions on problem solving ability on prose materials. (Author/DEP)
Descriptors: Behavior, College Students, Comprehension, Individual Differences

Holzman, Thomas G.; And Others – Journal of Educational Psychology, 1982
Developmental differences in reasoning ability and item processing demands are analyzed in a study of cognitive determinants of number analogy performance in two IQ levels of elementary school children and college students. The amount of solution-related information in working memory was the crucial processing demand. Process differentiations of…
Descriptors: Academic Aptitude, Cognitive Measurement, Elementary Education, Higher Education
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