The demands on mathematical problem-solving have increased in almost all school systems internationally and may constitute a barrier for children with special educational needs (SEN). This study explored the role of fluid reasoning (FR), working memory (WM) and complex executive function of planning (EF) in children (N = 62) referred for…

Process-oriented dynamic testing aims to investigate the processes children use to solve cognitive tasks, and evaluate changes in these processes as a result of training. For the current study, a dynamic complex figure task was constructed, using the graduated prompts approach, to investigate the processes involved in solving a complex figure task…

This study is part of a larger design study that iteratively improves a robotics programming curriculum as well as a computational thinking (CT) instrument. Its focus was majorly on CT assessment and particularly on an online CT instrument with logging functionality that can store a student's problem-solving process by recording interactions…

This study investigated the role of broad cognitive processes in the development of mathematics skills among children and adolescents. Four hundred and forty-seven students (age mean [M] = 10.23 years, 73% boys and 27% girls) from an elementary school district in the US southwest participated. Structural equation modelling tests indicated that…

Performance and persistence on the Concealed Figures Test and the Embedded Figures Test decreased: (1) after short-duration failure when subjects were falsely led to attribute failure to task difficulty; and (2) after long-duration failure when subjects were falsely led to attribute failure to lack of ability. (CP)

Performance in concrete and abstract tasks is examined systematically by varying the degree of abstractness of problem-solving and concept formation tasks. Four forms of a problem solving test were constructed. Each form of the test presented problem situations through four different modes: verbal stories, picture-book, color slides,…