Representations and strategies for solving dynamic and static arithmetic word problems: The role of working memory capacities
By Catherine Thevenot, Jane Oakhill. 2006
52 citations recorded by the source corpus.
This study aims at determining the structure of the representation constructed by adults to solve multiple-step arithmetic word problems. We show that this structure is isomorphic to the structure of the situation described in the text of the problem. In effect, dynamic problems, which describe sequential events, are more likely to be solved by sequential strategies than are static problems. In other words, the order of succession of subgoals reached by individuals for the resolution is determined by the order of succession of subgoals explicitly described in the text of the problem. However, an alternative mental representation is constructed by low span individuals when its cognitive cost is not too high and, therefore, certain static problems are solved by a sequential strategy as well. We conclude that the probability of the construction of an alternative representation to the one induced by the text of the problem depends on its cost and the relative amount of cognitive resources it releases.
Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/8bbd8f5fee1c9ce4bb2f5ddff073046b2da20986
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In Education
In Experimental and Cognitive Psychology
In Statistics and Probability
Citations in the corpus
- Working Memory Capacity, Attentional Focus, and Problem Solving (2012, background): “…for individuals with low WMC, either because of this inconsistency between wording and required operations or the lack of a verbal cue suggesting the correct operation, or because the problems require the creation of multiple simultaneous representational expressions (Thevenot & Oakhill, 2006).”