The Role of Executive Function in Arithmetic Problem-Solving Processes: A Study of Third Graders

2017 ◽  
Vol 18 (5) ◽  
pp. 595-616 ◽  
Author(s):  
Paola Viterbori ◽  
Laura Traverso ◽  
M. Carmen Usai
Keyword(s):  
Executive Function ◽  
Problem Solving ◽  
Third Graders ◽  
Arithmetic Problem

scholarly journals Role of Executive Function in Response to a Problem Solving Based Psychoeducational Intervention in Adolescents with Psychosis: The PIENSA Trial Revisited

2019 ◽  
Vol 8 (12) ◽  
pp. 2108
Author(s):  
Marta Rapado-Castro ◽  
Carmen Moreno ◽  
Ana Ruíz-Sancho ◽  
Francisco Camino ◽  
Celso Arango ◽  
...  
Keyword(s):  
Emergency Department ◽  
Executive Function ◽  
Problem Solving ◽  
Group Intervention ◽  
Negative Symptoms ◽  
Clinical Intervention ◽  
Cognitive Domain ◽  
Semantic Fluency ◽  
Number Of Visits

An improvement in negative symptoms and a reduction in the number of visits to the emergency department have been reported in a problem solving based psychoeducational group intervention (PE) for adolescents with psychosis relative to a nonstructured group (NS). One of the factors that may play a role on the response to PE treatment is executive function (EF), a crucial cognitive domain for problem-solving performance. We aimed to examine the role of EF in response to PE treatment versus an NS group. We examined the associations between changes in cognition and in clinical/functional variables within each treatment group using Spearman-ranked and partial correlation analyses. A total of 22 individuals (mean age: 16.3) were randomized to PE (N = 10) and NS (N = 12). We found an association between improvements in EF performance and a reduction in positive symptoms (rs = –0.756, p = 0.030 for semantic fluency), reduction in negative symptoms (r = 0.758, p = 0.029 for semantic; rs = –0,733, p = 0.025 for verbal fluency), and reduction in the number of visits to the emergency department (r = –0,743, p = 0.035 for semantic fluency) in the PE group. No associations were found in the NS group. Our results suggest that EF may play a role in the specific improvements observed in the PE group. This may have implications in the development of new areas of clinical intervention focusing on the role of cognitive functioning in response to psychosocial treatments in psychosis.

Causal role of spatial attention in arithmetic problem solving: Evidence from left unilateral neglect

2014 ◽  
Vol 60 ◽  
pp. 1-9 ◽  
Author(s):  
Valérie Dormal ◽  
Anne-Marie Schuller ◽  
Julie Nihoul ◽  
Mauro Pesenti ◽  
Michael Andres
Keyword(s):  
Problem Solving ◽  
Spatial Attention ◽  
Causal Role ◽  
Arithmetic Problem ◽  
Unilateral Neglect

Relationship of Arithmetic Problem Solving and Reflective—Impulsive Cognitive Styles in Third-Grade Students

1999 ◽  
Vol 85 (1) ◽  
pp. 179-186 ◽  
Author(s):  
Jose I. Navarro ◽  
Manuel Aguilar ◽  
Concha Alcalde ◽  
Richard Howell
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Third Graders ◽  
Arithmetic Problem ◽  
Third Grade Students ◽  
Mathematical Problems ◽  
Figure Test ◽  
Problem Solvers ◽  
Relationship Of

Different individuals approach mathematical problems in a variety of ways, with these different approaches also reflected in over-all cognitive styles. This investigation had two purposes, first, to determine whether good and poor arithmetic problem solvers differ substantially in cognitive style, and second, to determine whether the students, after training in techniques of solving arithmetic problems, improve their performance with no significant change in cognitive style. A total of 98 third graders participated (mean age 8.1 yr.; 50 boys, 48 girls). The Matching Familiar Figure Test was used to classify the students by cognitive style as either Reflective or Impulsive. Students also were given training with different problem-solving exercises for different arithmetic problems. The training program in problem-solving strategies did not improve performance on arithmetic problems for Reflective students; however, Impulsive students' performance did improve after training.

scholarly journals The Role of Expertise Judgments in Children's Social Learning

2021 ◽  
Author(s):  
Courtney Baugh;Baugh ◽  
Rebekah Richert
Keyword(s):  
Executive Function ◽  
Problem Solving ◽  
Concept Formation ◽  
Character Theory ◽  
Sources Of Information ◽  
Time Points ◽  
Preschool Classrooms ◽  
Visual Matching ◽  
Over Time

Previous research has examined how children judge sources of information (Corriveau & Harris, 2009; Corriveau, Pickard, & Harris, 2010; Koenig & Harris, 2005), but no studies have attempted to increase or decrease a children’s trust in informants, measure learning from that informant, and analyze how that learning persists over time. The current study examined if children’s trust in informants can be manipulated, and how this trust relates to learning STEM concepts from a video of the character in question. Fifty-seven 3- to 6-year-olds were visited in their preschool classrooms at 3 different time points. Children watched a video of Sid from Sid the Science Kid solving a problem. After the video, children were tasked with solving an analogically-similar problem. Children were tested for verbal reasoning, concept formation, visual matching, executive function, character realism, identification with the character, theory of mind, and character trust (belief in Sid’s expertise in problem-solving). Presenting Sid to the participants as either clever or clumsy did not affect character trust or learning. Children’s belief in Sid’s expertise also did not affect learning; however, levels of learning remained stable over time. Identification with Sid may play a role in how children viewed Sid and learned from him.

scholarly journals A Neurological View for Mathematical Learning Disabilities

2020 ◽  
pp. 1-4
Author(s):  
Galitskaya Viktoriya ◽  
Drigas Athanasios ◽  
Galitskaya Viktoriya
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Literature Review ◽  
Present Article ◽  
Brain Structure ◽  
Arithmetic Problem ◽  
Mathematical Learning ◽  
Mathematical Learning Disabilities ◽  
The Brain

The present article is a literature review of recent researches that have to do with children with mathematical learning disabilities especially dyscalculia and ageometria. Our focus is on researches regarding neurosciences, mainly on the brain structure and the areas where various mathematical processes are performed. In addition, we present researches that show the role of hippocampus during arithmetic problem solving.

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