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Finding the Critical Facts: Children's Visual Scan Patterns When Solving Story Problems That Contain Irrelevant Information
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Cook, Joan Littlefield; Rieser, John J. – Journal of Educational Psychology, 2005
Two experiments were conducted to understand the processes through which 5th graders discriminate relevant from irrelevant information when solving mathematical story problems. Visual scanning was recorded and coded as directed toward relevant information, irrelevant information, the question, workspace, and elsewhere. Experiment 1 focused on the…
Descriptors: Grade 5, Word Problems (Mathematics), Problem Solving, Reading Processes
Perceptual Discrimination as a Predictor of Achievement in Reading and Arithmetic.
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Wilson, Rose; And Others – Journal of Educational Psychology, 1979
Prekindergarten children were given a perceptual discrimination task using letterlike forms and their transformations. The magnitude of the relation to subsequent achievement in reading varied according to the difficulty of a transformation. More easily discriminated transformations were associated with higher correlations. Patterns were similar…
Descriptors: Academic Achievement, Arithmetic, Cognitive Processes, Early Childhood Education