computers. This confuses me, especially after your saying that
arithmetic is a highly g-loaded activity?
On May 26, 4:07 am, Pontus Granström <lepon...@gmail.com> wrote:
> In relation to n-backing
>
> *Taken together, these results support the hypothesis that memory updating
> is involved in problem solving and that it is connected to the ability to
> inhibit irrelevant information. This is consistent with theoretical models
> and empirical results from studies of reading comprehension Gernsbacher,
> 1993<http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10...>;
> Palladino et al.,
> 2002<http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10...>and
> Passolunghi
> & Siegel, 2001<http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10...>).
> The relation between memory updating and problem solving suggests that
> constructing and updating good mental representations of problems have a
> beneficial effect on the solution. Indeed, problem solving does not simply
> involve passive maintenance of information but requires controlling that
> information (Passolunghi et al.,
> 1999<http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10...>and
> Turner
> & Engle, 1989<http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10...>).
> From the point of view of Baddeley,
> 1986<http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10...>and
> Baddeley,
> 1996<http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10...>three-component
> model, the central executive could be more specifically and
> strongly involved than the articulatory loop in this process. Moreover, our
> findings that children with low memory-updating ability have impaired
> performance in arithmetic problem solving are in agreement with other
> experimental evidence that show that problem solving requires components
> such as working memory and inhibition (Bull & Sherif,
> 2001<http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10...>and
> Nigg,
> 2000<http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10...>
> ).*
>
> On Thu, May 26, 2011 at 12:02 PM, likeprestige <plastic...@live.com.au>wrote:
>
> > Thx Pontus.
>
> > P.S - can you find any articles more recent than 2004 that reinforce
> > this study?
>
> > On May 26, 5:55 pm, Pontus Granström <lepon...@gmail.com> wrote:
> > > Abstract
>
> > > The study investigates the relationship between memory updating and
> > > arithmetic word problem solving. Two groups of 35 fourth graders with
> > high
> > > and low memory-updating abilities were selected from a sample of 89
> > children
> > > on the basis of an updating task used by Palladino et al. [*Memory &
> > > Cognition 29* (2002) 344]. The two groups were required to solve a set of
> > > arithmetic word problems and to recall relevant information from another
> > set
> > > of problems. Several span tasks, a computation test, and the PMA verbal
> > > subtest were also administered. The group with a high memory-updating
> > > ability performed better in problem solving, recalling text problems, and
> > in
> > > the computation test. The two groups did not differ in the PMA verbal
> > > subtest or in the digit and word spans. Results were interpreted as
> > > supporting the importance of updating ability in problem solving and of
> > the
> > > substantial independence between memory updating and problem solving on
> > one
> > > hand and verbal intelligence on the other.
>
> > > *Author Keywords: *Memory updating; Arithmetic problem solving; Working
> > > memory
> > > Article Outline1. Cognitive processes in problem
> > > solving<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>2.
> > > Arithmetic word problems and working
> > > memory<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>3.
> > > Relationship between updating ability and arithmetic word
> > > problems<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>4.
> > > Method<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>4.1.
> > > Participants<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>4.2.
> > > Materials and procedure<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>4.2.1.
> > > Memory updating
> > > task<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>4.2.2.
> > > Arithmetic word problems to be
> > > solved<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>4.2.3.
> > > Arithmetic word problems to be
> > > recalled<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>4.2.4.
> > > Span tasks<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>4.2.4.1.
> > > Digit span tasks<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>4.2.4.2.
> > > Word span task<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>4.2.5.
> > > Wide Range Achievement (WRAT3)
> > > test<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>4.2.6.
> > > PMA test<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>5.
> > > Results<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>5.1.
> > > Arithmetic word problem
> > > solutions<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>5.2.
> > > Arithmetic word problems
> > > recall<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>5.3.
> > > Span tasks<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>5.4.
> > > Calculation ability (WRAT3 test) and verbal intelligence (PMA
> > > test)<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>6.
> > > Discussion<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10...>
> > > References<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10...>
> > > 1. Cognitive processes in problem solving
>
> > > Although a comprehensive theory of problem solving is still lacking, it
> > is
> > > generally agreed that overall problem solving processes can be analysed
> > as
> > > two cooperating subprocesses: "understanding" and "searching." The
> > > understanding process generates a problem's internal representation,
> > whereas
> > > the search processes generate the solution. Sometimes the understanding
> > > process starts first, and then the search process begins. However, often,
> > > the two processes alternate or even blend together (Chi et al.,
> > > 1982<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>and
> > > Hayes
> > > & Simon, 1974<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>).
> > > More recently, some fundamental cognitive processes underlying arithmetic
> > > word problem solving have been investigated and described within this
> > > theoretical framework. A general finding is that the first important
> > stage
> > > in solving arithmetic word problems consists of a comprehension phase,
> > which
> > > requires a complex text-processing activity (Mayer,
> > > 1992<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>and
> > > Mayer,
> > > 1998<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>).
> > > First, an analytical process occurs, in which a literal phrase-by-phrase
> > > translation into a memory representation takes place for each sentence of
> > > the problem. Second, there is a synthetic process, in which the solver
> > tries
> > > to integrate information for each sentence into a familiar pattern or a
> > > "schema" of the problem. The second main stage refers to searching for a
> > > solution. In this stage, the problem solver establishes a solution plan
> > > based on knowledge of appropriate solving strategies and performs
> > > arithmetical calculations using his/her knowledge of arithmetical
> > > algorithms.
>
> > > On closer examination of the comprehension phase, according to Hegarty,
> > > Mayer, & Monk (1995)<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10...>,
> > > two strategies are possible: a "direct translation approach" and a
> > "problem
> > > model approach". In the direct translation approach, the comprehension
> > phase
> > > consists in the problem solver's decision as to whether the statement
> > > currently being processed contains a key fact or not (e.g., a quantity of
> > > relevant information or keywords such as "more" or "less"). Hegarty et
> > al.
> > > (1995)<
> >http://www.sciencedirect.com.ludwig.lub.lu.se/science/article/pii/S10..
> > .>supposed
> > > that at this stage, problem solvers using direct translation delete
> > > all information from the text base, except the numbers and key words.
> > > Therefore, the outcome of this stage is a representation that contains
> > less
> > > information than the text base, which is a representation of only the
> > > keywords and numbers. On the other hand, in the problem model approach,
> > > problem solvers attempt to construct or update their problem model from
> > the
> > > information in the text. Because a problem model approach is an
> > > object-centred representation, the solver must determine whether the
> > > statement currently being processed refers to a new object or one that is
> > > already represented in the problem model. The problem solver using the
> > > problem model approach has a richer representation on which to base
> > his/her
> > > solution plan. Not only does this guarantee an accurate solution plan,
> > but
> > > successful problem solvers may also keep the problem model in working
> > memory
> > > to monitor the plan of solution processes and to detect errors in a
> > selected
> > > procedure.
> > > 2. Arithmetic word problems and working memory
>
> > > Arithmetic word problem solving involves several distinct cognitive
> > > processes: comprehending the problem, constructing a representation of
> > it,
> > > planning, and supervising single subgoals. In all these cognitive
> > processes,
> > > the role of
>
> ...
>
> read more »
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