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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
Hoffman, Bobby – Learning and Individual Differences, 2010
This study investigated the role of self-efficacy beliefs, mathematics anxiety, and working memory capacity in problem-solving accuracy, response time, and efficiency (the ratio of problem-solving accuracy to response time). Pre-service teachers completed a mathematics anxiety inventory measuring cognitive and affective dispositions for…
Descriptors: Reaction Time, Self Efficacy, Problem Solving, Short Term Memory
Dube, Adam K.; Robinson, Katherine M. – Learning and Individual Differences, 2010
This study investigated whether children's inversion shortcut use (i.e., reasoning that no calculations are required for the problem 4 x 8 divided by 8, as the answer is the first number) is related to their analogical reasoning ability, short-term memory capacity, and working memory capacity. Children from Grades 6 and 8 solved multiplication and…
Descriptors: Mathematics Education, Short Term Memory, Logical Thinking, Word Problems (Mathematics)
Hoffman, Bobby; Schraw, Gregory – Learning and Individual Differences, 2009
We investigated the influence of self-efficacy beliefs and working memory capacity on mathematical problem-solving performance, response time, and efficiency (i.e., the ratio of problems solved correctly to time). Students completed a letter-recoding task (Experiment 1) or an operation span task (Experiment 2), rated their self-efficacy for…
Descriptors: Reaction Time, Self Efficacy, Problem Solving, Short Term Memory
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
