{"title":"Cognitive Processes, Linguistic Factors, and Arithmetic Word Problem Success: a Review of Behavioral Studies","authors":"Joshua Benjamin Jaffe, Donald Joseph Bolger","doi":"10.1007/s10648-023-09821-6","DOIUrl":null,"url":null,"abstract":"<p>Arithmetic word problems are a staple in mathematical curricula yet give individuals of all ages difficulty. Successful word problem solving requires translating the problem into a symbolic arithmetic format. However, the linguistic component may make problem solving more complex and increase cognitive load, specifically the processes that interact with reading comprehension, such as working memory and inhibitory control. This comprehensive review examines the overall relationship between comprehension and word problem success, and how different linguistic factors and related cognitive processes impact word problem performance. We highlight the importance of cognitive processes by proposing models that spotlight the roles of inhibitory control and working memory in word problem performance. Furthermore, we emphasize the need for researchers and practitioners to rethink the strategies that are utilized in the development of word problem-solving skills.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"12 2","pages":""},"PeriodicalIF":10.1000,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychology Review","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10648-023-09821-6","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0
Abstract
Arithmetic word problems are a staple in mathematical curricula yet give individuals of all ages difficulty. Successful word problem solving requires translating the problem into a symbolic arithmetic format. However, the linguistic component may make problem solving more complex and increase cognitive load, specifically the processes that interact with reading comprehension, such as working memory and inhibitory control. This comprehensive review examines the overall relationship between comprehension and word problem success, and how different linguistic factors and related cognitive processes impact word problem performance. We highlight the importance of cognitive processes by proposing models that spotlight the roles of inhibitory control and working memory in word problem performance. Furthermore, we emphasize the need for researchers and practitioners to rethink the strategies that are utilized in the development of word problem-solving skills.
期刊介绍：
Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.
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