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Folly Beach Library
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Wando Mount Pleasant Library
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Village Library
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St. Paul's/Hollywood Library
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Hurd/St. Andrews Library
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Dorchester Road Library
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Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties.
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- Author(s): Endlich, Darius (AUTHOR); Lenhard, Wolfgang (AUTHOR); Marx, Peter (AUTHOR); Richter, Tobias (AUTHOR)
- Source:
Journal of Learning Disabilities. Jul2024, Vol. 57 Issue 4, p255-271. 17p. - Source:
- Additional Information
- Subject Terms: SCHOOL environment; PORTABLE computers; TASK performance; ELEMENTARY schools; RESEARCH funding; RECEIVER operating characteristic curves; MATHEMATICS; PSYCHOLOGY of school children; DESCRIPTIVE statistics; ACALCULIA; ACADEMIC achievement; MEMORY; ONE-way analysis of variance; DATA analysis software; COMPUTER assisted testing (Education); CHILDREN
- Subject Terms:
- Abstract: Children with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical difficulties. We explored differential task switch costs with respect to switching between addition versus subtraction with a tablet-based arithmetic verification task and additional standardized tests in German elementary school children in Grades 1 to 4. Two independent studies were conducted. In Study 1, we assessed the validity of a newly constructed tablet-based arithmetic verification task in a controlled classroom-setting (n = 165). Then, effects of switching between different types of arithmetic operations on accuracy and response latency were analyzed through generalized linear mixed models in an online-based testing (Study 2; n = 3,409). Children with mathematical difficulties needed more time and worked less accurately overall. They also exhibited a stronger performance decline when working in a task-switching condition, when working on subtraction (vs. addition) items and in operations with two-digit (vs. one-digit) operations. These results underline the value of process data in the context of assessing mathematical difficulties. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Learning Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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