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Peer reviewed Peer reviewed
ERIC Number: EJ553147
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Where Should "You" Go in a Math Compare Problem?
d'Ailly, Hsiao H.; Simpson, Jacque; MacKinnon, G. E.
Journal of Educational Psychology, v89 n3 p562-67 Sep 1997
The cognitive effects of self-referencing in math word problems were studied in 100 third, fourth, and fifth graders solving compare-unknown and referent-unknown problems. In general, self-referencing (referring to "you") facilitated encoding processes in solving these problems. Self-referencing appeared to decrease the load on working memory. (SLD)
Descriptors: Coding, Elementary Education, Elementary School Students, Problem Solving, Test Construction, Word Problems (Mathematics)
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Self Reference (Language); Working Memory
Note: Research supported in part by a postdoctoral fellowship award from the Social Science and Humanities Research Council of Canada and a grant from the University of Waterloo/Social Science and Humanities Council Grant Fund. Version of a paper presented at the Annual Meeting of the American Psychological Association (104th, Toronto, Canada, August 1996).