Are Text Comprehension and Calculation Processes in Word Problem Solving Sequential or Interactive? An Eye-Tracking Study in Children.
The difficulty of a word problem is influenced by both linguistic and arithmetic processes. However, whether these processes are sequential or interactive is a matter of debate. Little is known about how eye-movement behaviour changes when faced with different linguistic and arithmetic task characte...
| Publicado en: | Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale Vol. 79; no. 2; pp. 206 - 212 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
Canadian Psychological Association
Jun2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=186165195&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 186165195 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 11961961 CJX jtl: Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale issn: 11961961 maglogo: N pubinfo: dt: Jun2025 vid: 79 iid: 2 pid: 98 pub: Canadian Psychological Association artinfo: ui: 186165195 10.1037/cep0000366 ppf: 206 ppct: 6 formats: fmt: – @attributes: type: T – @attributes: type: P size: 235KB tig: atl: Are Text Comprehension and Calculation Processes in Word Problem Solving Sequential or Interactive? An Eye-Tracking Study in Children. aug: au: Daroczy, Gabriella Artemenko, Christina Wolska, Magdalena Meurers, Detmar Nuerk, Hans-Christoph affil: Department of Psychology, University of Tuebingen LEAD Graduate School & Research Network, University of Tuebingen Digital Bauhaus Lab, University Weimar Language and AI in Education Lab, Leibniz Institute für Wissensmedien Department of Computer Science, University of Tuebingen German Center for Mental Health, Berlin, Germany su: Task performance Problem solving Linguistics Cognition Mathematics Cognitive processing speed Eye movements sug: subj: Task performance Problem solving Linguistics Cognition Mathematics Cognitive processing speed Eye movements keyword: arithmetic word problem cohérence lexicale eye tracking lexical consistency nominalisation nominalization opération operation problème arithmétique de mots suivi oculaire cohérence lexicale nominalisation opération problème arithmétique de mots suivi oculaire arithmetic word problem cohérence lexicale eye tracking lexical consistency nominalisation nominalization opération operation problème arithmétique de mots suivi oculaire cohérence lexicale nominalisation opération problème arithmétique de mots suivi oculaire ab: The difficulty of a word problem is influenced by both linguistic and arithmetic processes. However, whether these processes are sequential or interactive is a matter of debate. Little is known about how eye-movement behaviour changes when faced with different linguistic and arithmetic task characteristics, both in relation to the entire problem and to specific components (i.e., numerical and textual elements). To address this gap, we conducted a study monitoring the eye movements of children aged 10-13 years during word problem solving. We manipulated linguistic and arithmetic task characteristics independently, focusing on the mathematical factor operation (addition/subtraction) and the linguistic factors consistency (consistent/ inconsistent) and nominalization (verbalized/nominalized). The results revealed that eye movements generally increased as linguistic difficulty (e.g., nominalization) or arithmetic difficulty (e.g., operation) increased. Thereby, specific parts of the text were differentially affected based on the task characteristics. Increasing arithmetic difficulty led to a shift in eye movements towards numerical elements, while increasing linguistic difficulty resulted in a shift towards textual elements. Interestingly, the increase in arithmetic difficulty also influenced processing in the linguistic domain. For example, textual parts of the word problem received more fixations when the arithmetic difficulty increased, but not vice versa. This suggests that text comprehension and calculation processes in word problem solving are not separate and not strictly sequential; instead, they interact and/or do partially rely on shared cognitive resources. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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