At high pretest WMC, the visual-only condition outperformed verbal-only, verbal+visual, and control on solution accuracy¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A Tukey test at the high WMC level yielded significant adjusted-mean differences in favor of visual-only over the other three conditions. → Swanson et al. 2013

Evidence¶

Swanson et al. 2013¶

H. Lee Swanson, Michael J. Orosco, Cathy Lussier. (2013). Does Cognitive Strategy Training on Word Problems Compensate for Working Memory Capacity in Children with Math Difficulties? SREE Spring 2013 Conference. https://eric.ed.gov/?id=ED563039

q3 · i? · causal · r2

Post-hoc comparison of adjusted posttest means at the high pretest WMC level (z = +.50), collapsed across ability group, in the randomized treatment study. Adjusted means were .68, .39, 1.12, and .26 for verbal-only, verbal+visual, visual-only, and control; the article reports "significant differences (ps < .05) in adjusted mean scores in favor of the visual-only condition".

"A Tukey test comparing the means yielded significant differences (ps < .05) in adjusted mean scores in favor of the visual-only condition (visual-only > verbal-only = verbal+visual=control)."

Discussion¶

Related Claims¶

• Strategy training outcomes on word problem accuracy interact with working memory capacity, favoring children with higher WMC — related
• At low pretest WMC, control children outperformed the strategy conditions on solution accuracy — related
• Verbal and verbal+visual strategy conditions improve calculation accuracy for both ability groups — reports the opposite
• Working memory capacity correlates with outcomes differently across strategy conditions, with compensatory negative correlations under materials-only instruction — related
• At high WMC, children without math difficulties performed better under verbal + visual conditions compared to control — a narrower finding that bears on this claim
• At low WMC, the visual-only condition was a significant disadvantage for children with math difficulties — related
• At high WMC, children with math difficulties performed significantly better under visual-only strategy conditions relative to other conditions at Wave 4 — possibly the same claim (merge candidate)
• Strategy instruction effects on word problem solving in children with math difficulties are moderated by working memory capacity, favoring high-WMC levels — a broader claim this one bears on