The role of working memory updating, inhibition, fluid intelligence, and reading comprehension in explaining differences between consistent and inconsistent arithmetic word-problem-solving performance

Passolunghi, Maria Chiara; Blas, Gonzalo Duque de; Carretti, Barbara; Gómez-Veiga, Isabel; Doz, Eleonora; García-Madruga, Juan A.

doi:10.1016/j.jecp.2022.105512

Cited by 14 publications

(6 citation statements)

References 76 publications

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“…The greater the number of nonconsistencies contained in the problem statement, the greater the number of interpretation errors that can lead to an incorrect arithmetic formalization and, therefore, errors in calculation during the resolution phase. The results of our study are similar to those found in other studies on consistent and inconsistent AWPs [34,44,45,75,88,89]. Inconsistent problems require a greater number of sentence readings and, therefore, greater dedication in terms of time and resources to be able to integrate the propositions relating the elements of the text, and to inhibit the initial representational models that arise from a superficial reading of the statements.…”

Section: Discussionsupporting

confidence: 88%

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Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School

2021

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Solving arithmetic word problems is a complex task that requires individuals to activate their working memory resources, as well as the correct performance of the underlying executive processes involved in order to inhibit semantic biases or superficial responses caused by the problem’s statement. This paper describes a study carried out with 135 students of Secondary Obligatory Education, each of whom solved 5 verbal arithmetic problems: 2 consistent problems, whose mathematical operation (add/subtract) and the verbal statement of the problem coincide, and 3 inconsistent problems, whose required operation is the inverse of the one suggested by the verbal term(s). Measures of reading comprehension, visual–spatial reasoning and deductive reasoning were also obtained. The results show the relationship between arithmetic problems and cognitive measures, as well as the ability of these problems to predict academic performance. Regression analyses confirmed that arithmetic word problems were the only measure with significant power of association with academic achievement in both History/Geography (β = 0.25) and Mathematics (β = 0.23).

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Section: Discussionsupporting

confidence: 88%

“…Given the type of response recorded by the participants, it is not possible to determine which of the two factors, inhibition or updating, contributed more to the performance produced. However, recent studies would point to a greater effect of updating as a main cause of poor performance for solving these problems [89].…”

Section: Discussionmentioning

confidence: 99%

Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School

2021

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“…There is evidence supporting a relationship between executive functions and fluid intelligence [ 54 ]. A study conducted by Passolunghi et al [ 55 ] with 182 fourth graders reported that the ability to solve inconsistent arithmetic word problems depended on the executive functions of WM, updating, and inhibition; this ability is not limited to solving arithmetic problems but also encompasses solving other problems, including verbal ones, that require fluid intelligence. WM and fluid intelligence differences may have a significant impact on reading comprehension even when accounting for children’s prior experience [ 56 ].…”

Section: Discussionmentioning

confidence: 99%

Functional connectivity is linked to working memory differences in children with reading learning disability

Flores-Gallegos,

Fernández,

Alcauter

et al. 2024

BMC Pediatr

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Reading learning disability (RLD) is characterized by a specific difficulty in learning to read that is not better explained by an intellectual disability, lack of instruction, psychosocial adversity, or a neurological disorder. According to the domain-general hypothesis, a working memory deficit is the primary problem. Working memory in this population has recently been linked to altered resting-state functional connectivity within the default mode network (DMN), salience network (SN), and frontoparietal network (FPN) compared to that in typically developing individuals. The main purpose of the present study was to compare the within-network functional connectivity of the DMN, SN, FPN, and reading network in two groups of children with RLD: a group with lower-than-average working memory (LWM) and a group with average working memory (AWM). All subjects underwent resting-state functional magnetic resonance imaging (fMRI), and data were analyzed from a network perspective using the network brain statistics framework. The results showed that the LWM group had significantly weaker connectivity in a network that involved brain regions in the DMN, SN, and FPN than the AWM group. Although there was no significant difference between groups in reading network in the present study, other studies have shown relationship of the connectivity of the angular gyrus, supramarginal gyrus, and inferior parietal lobe with the phonological process of reading. The results suggest that although there are significant differences in functional connectivity in the associated networks between children with LWM and AWM, the distinctive cognitive profile has no specific effect on the reading network.

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“…Bull et al 2008, see Frisovan den Bos, 2013 for a meta-analysis) and reading (e.g. Borella & de Ribaupierre, 2014;Chiappe et al, 2000;Passolunghi et al, 2022;see Follmer, 2018 for a meta-analysis), and with specific populations such as ADHD (e.g. Stevens et a., 2022) and autism (e.g.…”

Section: The Problemmentioning

confidence: 99%

A Spicy Take on Working Memory: A Review of Field Specific Conceptualizations, Use and Misuse, and Paths Forward

Miller-Cotto,

GORDON

2024

Preprint

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As trained educational and developmental psychologists who study the role of working memory in educational outcomes, we know the various assumptions made about definitions and measurements of this cognitive ability. Considering the popularity of the multi-component working memory model in these fields, we describe the considerable overlap of the central executive with executive function and how this has a downstream problematic effect on measurement. We further consider that working memory tasks are an outcome of research with adult populations and, as such, do not consider points of development in children concerning the numerous abilities involved in working memory task completion. Limitations in our understanding of which cognitive abilities are essential in education and development are discussed in the context of how we can capture students’ capabilities and support challenges. Recommendations are made as to how we might more precisely measure working memory, and we argue there is value in investigating the feasibility of a developmental model to facilitate a more detailed understanding of the roles of working memory and related factors in learning.

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The role of working memory updating, inhibition, fluid intelligence, and reading comprehension in explaining differences between consistent and inconsistent arithmetic word-problem-solving performance

Cited by 14 publications

References 76 publications

Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School

Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School

Functional connectivity is linked to working memory differences in children with reading learning disability

A Spicy Take on Working Memory: A Review of Field Specific Conceptualizations, Use and Misuse, and Paths Forward

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