دورية أكاديمية
Differential Switch Costs in Typically Achieving Children and Children with Mathematical Difficulties
| العنوان: | Differential Switch Costs in Typically Achieving Children and Children with Mathematical Difficulties |
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| اللغة: | English |
| المؤلفون: | Darius Endlich, Wolfgang Lenhard, Peter Marx (ORCID |
| المصدر: | Journal of Learning Disabilities. 2024 57(4):255-271. |
| الإتاحة: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Mathematics Instruction, Learning Problems, Arithmetic, Mathematics Achievement, Addition, Subtraction, Tablet Computers, Foreign Countries, Elementary School Students, Accuracy, Learning Activities, Short Term Memory, Computation, Standardized Tests, Problem Solving, Difficulty Level, Cognitive Processes, Time Factors (Learning) |
| مصطلحات جغرافية: | Germany |
| DOI: | 10.1177/00222194231204619 |
| تدمد: | 0022-2194 1538-4780 |
| مستخلص: | Children with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical difficulties. We explored differential task switch costs with respect to switching between addition versus subtraction with a tablet-based arithmetic verification task and additional standardized tests in German elementary school children in Grades 1 to 4. Two independent studies were conducted. In Study 1, we assessed the validity of a newly constructed tablet-based arithmetic verification task in a controlled classroom-setting (n = 165). Then, effects of switching between different types of arithmetic operations on accuracy and response latency were analyzed through generalized linear mixed models in an online-based testing (Study 2; n = 3,409). Children with mathematical difficulties needed more time and worked less accurately overall. They also exhibited a stronger performance decline when working in a task-switching condition, when working on subtraction (vs. addition) items and in operations with two-digit (vs. one-digit) operations. These results underline the value of process data in the context of assessing mathematical difficulties. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1428525 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0022-2194 1538-4780 |
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| DOI: | 10.1177/00222194231204619 |