ERIC Number: ED478490
Record Type: RIE
Publication Date: 2003-Apr
Differential Memory for Relevant and Irrelevant Information in Arithmetic Word Problems.
Kinne, Lenore J.
Second graders (n=60) and adults (n=60 college students) solved word problems containing relevant information, irrelevant numeric information, and nonrelevant linguistic information. Recall and recognition tasks, along with cued and uncued word stem completion were used to test subjects' memory for relevant versus nonrelevant information. Recall and recognition data show that children inhibit irrelevant information less efficiently than adults do. Word stem data, however, show no such differences. Word problems were numeric irrelevant information were more difficult for children than relevant or linguistic problems, but there were no such differences for adults. Posing the question as the first sentence of the problem did not affect memory or solution accuracy for children, but degraded performance for adults. Memory for nonrelevant information was not related to solution accuracy. An appendix contains sample problems. (Contains 1 table and 39 references.) (SLD)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper written in partial fulfillment of the requirements for the doctoral degree in Educational Psychology at the University of Minnesota, Minneapolis.