At low WMC, the visual-only condition was a significant disadvantage for children with math difficulties¶

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? At the low WMC level, children with MD showed a significant disadvantage for the visual-only condition (visual-only < verbal-only = verbal + visual = control). → Swanson 2013

Evidence¶

Swanson 2013¶

Swanson, H. L., Lussier, C. M., & Orosco, M. J. (2013). Cognitive Strategies, Working Memory, and Growth in Word Problem Solving in Children With Math Difficulties. Journal of Learning Disabilities, 48(4), 339–358. doi:10.1177/0022219413498771

q3 · i? · causal · r2

Year 1 Wave 2 follow-up simple-effects analysis with WMC set to ±1 SD; the article reports "a significant disadvantage (p < .05) was found for the visual-only condition at the low WMC level".

"a significant disadvantage (p < .05) was found for the visual-only condition at the low WMC level (visual-only < verbal-only = verbal + visual = control), but a performance advantage was for the visual-only condition when WMC was set to a high level"

Discussion¶

Related Claims¶

• Children without math difficulties outperformed children with math difficulties in word problem solving overall, but gaps narrowed on some conditions at Wave 2 — related
• Strategy training outcomes on word problem accuracy interact with working memory capacity, favoring children with higher WMC — a broader claim this one bears on
• At high WMC, children with math difficulties performed significantly better under visual-only strategy conditions relative to other conditions at Wave 4 — related
• At high pretest WMC, the visual-only condition outperformed verbal-only, verbal+visual, and control on solution accuracy — related
• At low pretest WMC, control children outperformed the strategy conditions on solution accuracy — related