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Pick the smaller number: No influence of linguistic markedness on three-digit number processing ...
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Pick the smaller number : No influence of linguistic markedness on three-digit number processing
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Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography
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A Finger-Based Numerical Training Failed to Improve Arithmetic Skills in Kindergarten Children Beyond Effects of an Active Non-numerical Control Training
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The interaction of linguistic and arithmetic factors affects adult performance on arithmetic word problems
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The SNARC and MARC effects measured online : Large-scale assessment methods in flexible cognitive effects
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In: Behavior Research Methods ; 51 (2019), 4. - S. 1676-1692. - ISSN 1554-351X. - eISSN 1554-3528 (2019)
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Norms and validation of the online and paper-and-pencil versions of the Abbreviated Math Anxiety Scale (AMAS) for Polish adolescents and adults ...
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A Mental Odd-Even Continuum Account : Some Numbers May Be "More Odd" Than Others and Some Numbers May Be "More Even" Than Others
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A Taxonomy Proposal for Types of Interactions of Language and Place-Value Processing in Multi-Digit Numbers
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A Mental Odd-Even Continuum Account: Some Numbers May Be “More Odd” Than Others and Some Numbers May Be “More Even” Than Others
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Domain-General Factors Influencing Numerical and Arithmetic Processing
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How space-number associations may be created in preliterate children : six distinct mechanisms
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Intransparent German number words complicate transcoding – a translingual comparison with Japanese
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Word problems: a review of linguistic and numerical factors contributing to their difficulty
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Abstract:
Word problems (WPs) belong to the most difficult and complex problem types that pupils encounter during their elementary-level mathematical development. In the classroom setting, they are often viewed as merely arithmetic tasks; however, recent research shows that a number of linguistic verbal components not directly related to arithmetic contribute greatly to their difficulty. In this review, we will distinguish three components of WP difficulty: (i) the linguistic complexity of the problem text itself, (ii) the numerical complexity of the arithmetic problem, and (iii) the relation between the linguistic and numerical complexity of a problem. We will discuss the impact of each of these factors on WP difficulty and motivate the need for a high degree of control in stimuli design for experiments that manipulate WP difficulty for a given age group.
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Keyword:
Psychology
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URL: https://doi.org/10.3389/fpsyg.2015.00348 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4381502
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Language affects symbolic arithmetic in children : The case of number word inversion
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