{"title":"A special contribution from spatial ability to math word problem solving: Evidence from structural equation modelling and network analysis","authors":"","doi":"10.1016/j.intell.2024.101875","DOIUrl":null,"url":null,"abstract":"<div><div>There is a growing body of research into the factors contributing to math word problem solving. However, these studies usually use limited number of potential predictors (precluding assessing of their contribution in comparison with other factors or “g” general intelligence) and some predictors (such as analogical and hypothetical reasoning) are largely omitted. Thus, the aim of the current study was to explore contributions of different types of reasoning to math word problem solving and whether these contributions have added value compared with each other and general cognitive ability. Chinese schoolchildren in Grades 3 (<em>N</em> = 199; Mage = 102.4 months), 4 (<em>N</em> = 162; Mage = 114.6), 5 (<em>N</em> = 174; Mage = 126.1) and 6 (<em>N</em> = 180; Mage = 138.6) completed 8 tasks tapping into spatial, mechanical, verbal, mathematic, hypothetical and analogical reasoning. Our data showed that when 6 general cognitive factors load onto General cognitive ability factor in a Structural Equation Model (SEM), only spatial visualization has additional contribution to Word problem solving factor. Gaussian Graphical models (GGMs) showed that 2 verbal tasks and spatial visualization showed stable (present in at least 3 out of 4 grades) contributions to both word problem solving tasks. Analogical reasoning showed contribution to process of word problem solving only. To sum up, both SEM and GGMs converged on the importance of spatial ability for math word problems solving. Our results call for verbal and spatial ability to be routinely assessed and targeted by educational interventions within math curriculum.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":null,"pages":null},"PeriodicalIF":3.3000,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Intelligence","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0160289624000692","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
There is a growing body of research into the factors contributing to math word problem solving. However, these studies usually use limited number of potential predictors (precluding assessing of their contribution in comparison with other factors or “g” general intelligence) and some predictors (such as analogical and hypothetical reasoning) are largely omitted. Thus, the aim of the current study was to explore contributions of different types of reasoning to math word problem solving and whether these contributions have added value compared with each other and general cognitive ability. Chinese schoolchildren in Grades 3 (N = 199; Mage = 102.4 months), 4 (N = 162; Mage = 114.6), 5 (N = 174; Mage = 126.1) and 6 (N = 180; Mage = 138.6) completed 8 tasks tapping into spatial, mechanical, verbal, mathematic, hypothetical and analogical reasoning. Our data showed that when 6 general cognitive factors load onto General cognitive ability factor in a Structural Equation Model (SEM), only spatial visualization has additional contribution to Word problem solving factor. Gaussian Graphical models (GGMs) showed that 2 verbal tasks and spatial visualization showed stable (present in at least 3 out of 4 grades) contributions to both word problem solving tasks. Analogical reasoning showed contribution to process of word problem solving only. To sum up, both SEM and GGMs converged on the importance of spatial ability for math word problems solving. Our results call for verbal and spatial ability to be routinely assessed and targeted by educational interventions within math curriculum.
期刊介绍:
This unique journal in psychology is devoted to publishing original research and theoretical studies and review papers that substantially contribute to the understanding of intelligence. It provides a new source of significant papers in psychometrics, tests and measurement, and all other empirical and theoretical studies in intelligence and mental retardation.