The role of the working memory and language skills in the prediction of word problem solving in 4- to 7-year-old children

2013 ◽  
Vol 34 (6) ◽  
pp. 674-696 ◽  
Author(s):  
Minna Kyttälä ◽  
Pirjo Aunio ◽  
Janne Lepola ◽  
Jarkko Hautamäki
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Word Problem ◽  
Language Skills ◽  
Word Problem Solving

scholarly journals The role of spatial, verbal, numerical, and general reasoning abilities in complex word problem solving for young female and male adults

2020 ◽  
Vol 32 (2) ◽  
pp. 189-211 ◽  
Author(s):  
Frank Reinhold ◽  
Sarah Hofer ◽  
Michal Berkowitz ◽  
Anselm Strohmaier ◽  
Sarah Scheuerer ◽  
...  
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Young Female ◽  
Word Problem Solving ◽  
Complex Word ◽  
Reasoning Abilities

The Deficit Profile of Elementary Students With Computational Difficulties Versus Word Problem-Solving Difficulties

2019 ◽  
pp. 073194871986549
Author(s):  
Xin Lin ◽  
Peng Peng ◽  
Hongjing Luo
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problem Solving ◽  
Memory Processing ◽  
Mathematics Vocabulary ◽  
Mathematics Competence ◽  
Mathematics Difficulties ◽  
And Mathematics

The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade students, among whom 28 were classified as students with only computational difficulties (CD), 34 were classified as having only word problem-solving difficulties (WPD), 20 were classified as students with computational and word problem-solving difficulties (CD + WPD), and 43 typically developing (TD) peers. Multivariate analysis showed that, compared with TD, CD was associated with weakness in numerical working memory; WPD was associated with weakness in reading comprehension; both CD and WPD were associated with weakness in mathematics vocabulary. However, CD and WPD did not differ from each other on any of those profiling measures. Implications for understanding mathematics competence and identification of mathematics difficulties are discussed.

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