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ERIC Number: ED261065
Record Type: Non-Journal
Publication Date: 1984-Aug
Pages: 24
Abstractor: N/A
Reference Count: N/A
Automatization and Abstract Problem-Solving as Predictors of Academic Achievement.
Meltzer, Lynn J.; And Others
The associations among cognitive automatization, abstract problem solving, and educational performance were studied using 127 fourth to ninth grade students. A number of measures of fast, automatic, and fluent performance (FAF measures) were used: writing the alphabet; reading from a word list; and mentally performing arithmetic operations. The Survey of Cognitive Skills, a process-oriented inventory, was used to assess problem solving skills and educational outcomes. Learning strengths and weaknesses were evaluated while the subjects performed academic tasks: paper and pencil mathematics problems; creative paragraph writing; and reading comprehension. Hierarchical regression analyses were applied to determine the contributions toward academic performance of the fast, automatic, and fluent automatization tasks and the problem solving measures. Multiple regression analyses were also performed. Results indicated that prediction of the educational outcomes differed with respect to the relative contributions of the FAF automatization measures to the problem solving tasks. More outcome variance was explained for reading comprehension and mathematics than for written language. The outcome-specific FAF measure was much more dominant for mathematics than for reading comprehension or writing. Mathematics and writing performance became proficient when the basic mathematics and writing skills and processes were automatic. (GDC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Robert Wood Johnson Foundation, New Brunswick, NJ.
Authoring Institution: N/A