A comparison of updating processes in children good or poor in arithmetic word problem-solving

By M. Passolunghi, Francesca Pazzaglia. 2005

96 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/fe43f25946fc76fa0d663c00e06545b42e8e6955

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Citations in the corpus

The association between mathematical word problems and reading comprehension (2008, background): “…an increase in research into the association between mathematical performance and reading skills (Ackerman & Dykman, 1995; Chinn & Ashcroft, 1993; Light & DeFries, 1995; Räsänen & Ahonen, 1995) and between maths performance and text comprehension skills (Pape, 2004; Passolunghi & Pazzaglia, 2005).”
Primary school text comprehension predicts mathematical word problem-solving skills in secondary school (2016, background): “…comprehension and math word problem-solving skills stem from a set of shared cognitive problem-solving abilities, including the central executive component of working memory for processing and updating relevant information, while ignoring irrelevant information (Passolunghi & Pazzaglia, 2005).”
Spatial and visual working memory ability in children with difficulties in arithmetic word problem solving (2010, background): “Regarding mathematical reasoning, several studies have shown that children with poor problem-solving skills have lower WM ability (Swanson, Jerman, & Zheng, 2008; Swanson & Sachse-Lee, 2001 ) and perform worse on central executive tasks that require inhibition or updating of incoming information (P”
Decision-making Competence, Executive Functioning, and General Cognitive Abilities (2012, unknown): “…e.g. Bull & Scerif, 2001; Gathercole & Pickering, 2000; Geary, 2004; Kail & Hall, 1999; Lee, Ng, & Ng, 2009; Lee, Ng, Ng, & Lim, 2004; Lehto, 1995; Passolunghi & Pazzaglia, 2004, 2005; Passolunghi & Siegel, 2001; Raghubar, Barnes, & Hecht, 2010; van der Sluis et al., 2007; St. Clair‐Thompson &…”
Naming speed and effortful and automatic inhibition in children with arithmetic learning disabilities (2009, unknown): “…& Johnston,1997; Bull, Johnston, & Roy,1999; D'Amico&Guarnera, 2005; Geary, Hamson, & Hoard, 2000; Geary, Hoard, & Hamson, 1999; McLean & Hitch, 1999; Passolunghi, Mammarella, & Altoè, 2008; Passolunghi & Pazzaglia, 2004, 2005; Passolunghi, Vercelloni, & Schadee, 2007; Swanson & Sachse-Lee, 2001).”