Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties.
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 decl...
| Publicado en: | Journal of Learning Disabilities Vol. 57; no. 4; pp. 255 - 272 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Jul2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=177928056&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 177928056 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Jul2024 vid: 57 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 177928056 173331797 177928056 177928056 10.1177/00222194231204619 177928056 ppf: 255 ppct: 17 formats: tig: atl: Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties. aug: au: Endlich, Darius Lenhard, Wolfgang Marx, Peter Richter, Tobias affil: University of Würzburg, Germany sug: subj: Students, Elementary Psychosocial Factors Dyscalculia Computers, Portable Computerized Educational Testing Methods Task Performance and Analysis Human Male Female Germany Child, Preschool Child Academic Performance Schools, Elementary Learning Environment Funding Source Memory Descriptive Statistics ROC Curve One-Way Analysis of Variance Data Analysis Software Mathematics Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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