These findings have important implications for understanding the category specificity of central executive working memory in arithmetic cognition and the mechanisms of strategy development in childhood. These results confirm that the development of central executive skills contributes to children’s overall strategy use and adaptability. Grade level affected children’s adaptability with respect to strategy choice, with 6 th graders exhibiting significantly better performance than 4 th graders. In the WAIS-III, two new subtest theoretically linked with them. Children’s adaptability with respect to strategy choice was affected by the type and magnitude of the central executive load children showed better adaptability under the no-load condition and the inconsistent/low load condition than under conditions with greater load. Digit span, Arithmetic, and Coding subtests have traditionally loaded on this factor. Sixth graders performed better than 4 th graders in the application of appropriate strategies. Also, a meta-analysis by Lynn and Irwing (2008) on the digit span subtest of the Wechsler intelligence tests indicated a small mean advantage of 0. Results showed that the impact of central executive load on reaction times and accuracy scores related to strategy use increased with the magnitude of the demands of the central executive, with central executive load playing an important role in strategy use. Using a dual-task paradigm accompanied by the choice/no-choice method, we tested 233 children (115 6 th graders, 118 4 th graders). Verbal Comprehension Index, the Perceptual Reasoning Index, the Working Memory Index, and the Processing Speed Index-which comprise the Full Scale IQ (FSIQ). Abstract In the present study, we set out to investigate whether and how central executive load constrains the strategies that children use during arithmetic processing.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |