Numerical difficulty and mathematical abilities also affect attention on situational text in the second phase (attention-crossover supporting integrated models)¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2025 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Numerical problem difficulty and mathematical abilities affected fixation durations on situational text in the second solution phase, an attention-crossover effect predicted by integrated models but not separable ones. → Strohmaier 2025
Evidence¶
Strohmaier 2025¶
Strohmaier, A. R., Schons, C., Knabbe, A., Vogel, M., Saado, K., & Obersteiner, A. (2025). The relation between text comprehension and computation in mathematical word-problem solving. Learning and Instruction, 101, 102235. https://doi.org/10.1016/j.learninstruc.2025.102235
q3 · i? · causal · r2
Same eye-tracking mixed-model results: numerical difficulty on situational text in second phase, estimate = 1.02, p < .001; mathematical abilities estimate = -0.49, p = .002. The article reports this as the attention-crossover effect "predicted by integrated models". No standardized effect size printed.
"In addition to canonical effects, we found that mathematical problem difficulty and abilities also affected the processing of situational text. This attention crossover effect was predicted by integrated models."
Discussion¶
Learner Variables¶
- Attention — outcome: instruction changes it
Related Claims¶
- Numerical problem difficulty and lower mathematical abilities increase attention on numbers during the second solution phase — related
- No evidence for phase-crossover effects predicted by flexible models — related
- Linguistic problem difficulty and lower linguistic abilities increase attention on situational text during the first solution phase of word-problem solving — related
- Placing the question first reduces first-phase attention but increases second-phase attention (with mixed robustness) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
attention-crossover-math-to-text-integrated-models |
title |
Numerical difficulty and mathematical abilities also affect attention on situational text in the second phase (attention-crossover supporting integrated models) |
description |
Numerical difficulty and mathematical abilities also affect attention on situational text in the second phase (attention-crossover supporting integrated models) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — strohmaier-2025 |
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