The treatment x WMC interaction persists after controlling reading, calculation, and fluid intelligence¶

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? Re-analysis entering reading, arithmetic, and Raven scores left the significant treatment x WMC interaction intact, F(3,139)=5.39, p < .01. → 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

Mixed regression recomputation of the randomized experiment's solution-accuracy analysis adding pretest reading, calculation, and fluid intelligence measures. The article reports these basic-skills variables "did not interact with treatment conditions" while "the significant treatment x WMC interaction was retained".

"The results indicated reading (composite of TORC and WRAT), arithmetic (WIAT) and fluid (Raven) intelligence did not interact with treatment conditions, all ps > .10. More importantly, the significant treatment x WMC interaction was retained, F (3,139)=5.39, p < .01."

Discussion¶

Related Claims¶

• At low pretest WMC, control children outperformed the strategy conditions on solution accuracy — a narrower finding that bears on this claim
• Children without MD benefited from strategy conditions on operation span but not on solution or calculation accuracy — 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
• IQ and working memory are reliable predictors of academic achievement at the beginning of school when domain knowledge is not controlled — related
• Previous domain knowledge accounts for most of the variance in later achievement, considerably reducing the predictive impact of IQ and WM — related
• In latent-variable SEM models, intelligence — not working memory — is the significant direct predictor of academic outcomes in both childhood and early adulthood — related
• Strategy instruction effects on word problem solving in children with math difficulties are moderated by working memory capacity, favoring high-WMC levels — related