A comparison of updating processes in children good or poor in arithmetic word problem-solving |
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| Authors: | Maria Chiara Passolunghi Francesca Pazzaglia |
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| Institution: | aFaculty of Psychology, University of Milano-Bicocca, Piazza dell'Ateneo Nuovo, 1, 20126 Milano, Italy;bDepartment of General Psychology, Via Venezia 8, 35131 Padova, Italy |
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| Abstract: | This study examines the updating ability of poor or good problem solvers. Seventy-eight fourth-graders, 43 good and 35 poor arithmetic word problem-solvers, performed the Updating Test used in Palladino et al. Palladino, P., Cornoldi, C., De Beni, R., and Pazzaglia F. (2002). Working memory and updating processes in reading comprehension. Memory and Cognition, 29, 344–354.]. The participants listened to wordlists, each comprising 12 words referring to objects or animals of different sizes. At the end of each list participants were asked to recall the 3 or 5 words denoting the smallest objects/animals in the list. Results show that poor problem-solvers recalled fewer correct words and made more intrusion errors (recall of non-target words) than good problem-solvers. Results support the hypothesis that the ability to select and update relevant, and suppress irrelevant information, is related to problem-solving, even when the influence of reading comprehension is controlled for. With reference to Baddeley's, and other recent WM models Miyake, A., and Shah, P. (Eds.), (1999). Models of working memory: Mechanisms of active maintenance and executive control. New York: Cambridge University Press.], our results point to the idea that problem-solving relies on the central executive for processing and updating information contained in the problems. |
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| Keywords: | Arithmetic problem-solving Working memory Updating processes Learning disability |
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