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Direct linkCoutinho, Savia; Wiemer-Hastings, Katja; Skowronski, John J.; Britt, M. Anne – Learning & Individual Differences, 2005
Two studies assessed whether: (1) high levels of task-relevant metacognition would be related to good task performance; (2) some kinds of feedback (e.g., explanations) would improve task-relevant metacognition (and hence, performance) more than other kinds of feedback; and (3) some kinds of people would be more likely to seek out and use this…
Descriptors: Metacognition, Feedback, Task Analysis, Problem Solving
Passolunghi, Maria Chiara; Pazzaglia, Francesca – Learning & Individual Differences, 2005
This study examines the updating ability of poor or good problem solvers. Seventy-eight fourth-graders, 43 good and 35 poor arithmetic word problem-solvers, performed the Updating Test used in Palladino et al. [Palladino, P., Cornoldi, C., De Beni, R., and Pazzaglia F. (2002). Working memory and updating processes in reading comprehension. Memory…
Descriptors: Arithmetic, Reading Comprehension, Problem Solving, Memory
Welsh, Marilyn C.; Huizinga, Mariette – Learning & Individual Differences, 2005
Tower of Hanoi has become a popular tool in cognitive and neuropsychology to assess a set of behaviors collectively referred to as executive functions. Substantial variability in performance on the Tower of Hanoi (TOH) disk-transfer task among normally functioning young adults, and potential contributions to these individual differences, were…
Descriptors: Cues, Problem Solving, Individual Differences, College Students
Passolunghi, Maria Chiara; Pazzaglia, Francesca – Learning & Individual Differences, 2004
The study investigates the relationship between memory updating and arithmetic word problem solving. Two groups of 35 fourth graders with high and low memory-updating abilities were selected from a sample of 89 children on the basis of an updating task used by Palladino et al. ["Memory & Cognition" 29 (2002) 344]. The two groups were…
Descriptors: Grade 4, Arithmetic, Problem Solving, Word Problems (Mathematics)
Puustinen, Minna; Kokkonen, Marja; Tolvanen, Asko; Pulkkinen, Lea – Learning & Individual Differences, 2004
The aim of the present study was to analyze the relationship between students' (100 children aged 8 to 12) help-seeking behavior and impulsivity. Help-seeking behavior was evaluated using a naturalistic experimental paradigm in which children were placed in a problem-solving situation and had the opportunity to seek help from the experimenter, if…
Descriptors: Help Seeking, Conceptual Tempo, Structural Equation Models, Measures (Individuals)
Kercood, Suneeta; Zentall, Sydney S.; Lee, David L. – Learning & Individual Differences, 2004
The purpose of this study was to examine the effects of actively categorizing math problems on the math problem solving performance of students with and without attention deficit disorder (ADD). To this purpose, 52 fifth and sixth grade students were involved in actively categorizing or noncategorizing (control) tasks followed by two problem…
Descriptors: Elementary School Students, Attention Deficit Disorders, Problem Solving, Grade 5
