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Direct linkSchweizer, Fabian; Wustenberg, Sascha; Greiff, Samuel – Learning and Individual Differences, 2013
This study examines the validity of the complex problem solving (CPS) test MicroDYN by investigating a) the relation between its dimensions--rule identification (exploration strategy), rule knowledge (acquired knowledge), rule application (control performance)--and working memory capacity (WMC), and b) whether CPS predicts school grades in…
Descriptors: Short Term Memory, Problem Solving, Grades (Scholastic), Test Validity
Meyer, M. L.; Salimpoor, V. N.; Wu, S. S.; Geary, D. C.; Menon, V. – Learning and Individual Differences, 2010
The contribution of the three core components of working memory (WM) to the development of mathematical skills in young children is poorly understood. The relation between specific WM components and Numerical Operations, which emphasize computation and fact retrieval, and Mathematical Reasoning, which emphasizes verbal problem solving abilities in…
Descriptors: Mathematics Achievement, Short Term Memory, Mathematics Skills, Grade 3
Lun, Vivian Miu-Chi; Fischer, Ronald; Ward, Colleen – Learning and Individual Differences, 2010
Critical thinking is deemed as an ideal in academic settings, but cultural differences in critical thinking performance between Asian and Western students have been reported in the international education literature. We examined explanations for the observed differences in critical thinking between Asian and New Zealand (NZ) European students, and…
Descriptors: Asians, International Education, Cultural Differences, Foreign Countries
