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This study examined whether individual differences in inhibitory abilities were related to word problem-solving performance. A sample of 10–11year-old students (N=134) were assessed on two types of inhibition: prepotent response inhibition and resistance to proactive interference. Word problems administered contained varying amounts of either numerical or literal irrelevant information. Working memory...
To improve access to algebraic word problems, primary aged students in Singapore are taught to utilise schematic models. Symbolic algebra is not taught until the secondary school years. To examine whether the two methods drew on different cognitive processes and imposed different cognitive demands, we used functional magnetic resonance imaging to examine patterns of brain activation whilst problem...
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