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Peer reviewedStern, Elsbeth – Journal of Educational Psychology, 1993
Six experiments with 42 kindergartners, 190 first graders, and 15 second graders in Germany investigated why arithmetic word problems with an unknown reference set are more difficult for children than are problems with an unknown compare set. Lack of access to flexible language use makes these problems so difficult. (SLD)
Descriptors: Arithmetic, Child Development, Cognitive Processes, Comparative Testing
