Working memory capacity correlates with outcomes differently across strategy conditions, with compensatory negative correlations under materials-only instruction¶

Claim · All claims
Evidence · 1 study · associational r1 · q3 · i3 large
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Pretest executive WMC correlated positively with posttest problem solving in verbal-only (r = .54) and control (r = .66) conditions but negatively in materials-only (r = –.72), verbal+visual (r = –.18), and visual-only (r = –.37) conditions for children with MD. → Swanson 2014

Evidence¶

Swanson 2014¶

Swanson, H. L., Orosco, M. J., & Lussier, C. M. (2014). The Effects of Mathematics Strategy Instruction for Children With Serious Problem-Solving Difficulties. Exceptional Children, 80(2), 149-168. https://eric.ed.gov/?id=EJ1048482

q3 · i3 · associational · r1

Correlational analysis within the randomized Grade 3 study relating pretest executive working memory to posttest problem-solving accuracy within each condition for children with MD. The article reports correlations (r) of r = .54, r = –.18, r = –.37, r = –.72 and r = .66 across the verbal-only, verbal+visual, visual-only, materials-only and control conditions, interpreting negative correlations as compensatory processing benefiting lower-WMC children.

"the correlation between WMC at pretest and posttest problem solvingaccuracywas .54,–.18,–.37, –.72and .66,forverbal-only,verbal+visual,vi - sual-only,materials-only,and controlconditions, respectively"

Discussion¶

Learner Variables¶

• Working Memory — moderator: an instructional effect differs with it

Related Claims¶

• Verbal and verbal+visual strategy conditions improve calculation accuracy for both ability groups — related
• Combined verbal+visual strategy instruction improves standardized problem-solving accuracy for children with math difficulties — related
• Strategy training outcomes on word problem accuracy interact with working memory capacity, favoring children with higher WMC — related
• Prior knowledge and working memory capacity did not moderate the worked example effect — related
• At low pretest WMC, control children outperformed the strategy conditions on solution accuracy — related
• At high pretest WMC, the visual-only condition outperformed verbal-only, verbal+visual, and control on solution accuracy — related