PsycNET®

Psychological Review. Vol 92(1), Jan 1985, 109-129.

Presents a processing model that deals explicitly with both the text-comprehension and problem-solving aspects of word arithmetic problems. General principles from a theory of text processing developed by T. A. Van Dijk and the 1st author (1983) are combined with hypotheses by M. S. Riley et al (1983) about semantic knowledge for understanding problem texts in an integrated model of problem comprehension. The model simulates construction of cognitive representations that include information that is appropriate for problem-solving procedures that children use. Several information-processing steps are distinguished, and various levels of representation are described. The model provides an analysis of processing requirements, including requirements for short-term memory that differ among types of problems. Predictions about difficulty of problems based on these processing differences are generally consistent with reported data. (38 ref) (PsycINFO Database Record (c) 2008 APA, all rights reserved)

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