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Fred Paas - One of the best experts on this subject based on the ideXlab platform.

  • training strategies for attaining transfer of problem solving Skill in statistics a cognitive load approach
    Journal of Educational Psychology, 1992
    Co-Authors: Fred Paas
    Abstract:

    In statistical problems, the differential effects on training performance, transfer performance, and cognitive load were studied for 3 computer-based training strategies. The conventionaI, worked, and completion conditions emphasized, respectively, the solving of conventional problems, the study of worked-out problems, and the completion of partly worked-out problems. The relation between practice-problem the and transfer was expected to be mediated by cognitive load. It was hypothesized that practice with conventional problems would require more time and more effort during training and result in lower and more effort-demanding transfer performance than practice with worked-out or partly worked-out problems

  • training strategies for attaining transfer of problem solving Skill in statistics a cognitive load approach
    Journal of Educational Psychology, 1992
    Co-Authors: Fred Paas
    Abstract:

    Studied the differential effect on training performance, transfer performance, and cognitive load for 3 computer-based training strategies. The conventional, worked, and completion conditions emphasized, respectively, the solving of conventional problems, the study of worked-out problems, and the completion of partly worked-out problems. The relation between practice-problem type and transfer was expected to be mediated by cognitive load. It was hypothesized that practice with conventional problems would require more time and more effort during training and result in lower and more effort-demanding transfer performance than practice with worked-out or partly worked-out problems. With the exception of time and effort during training, the results supported the hypothesis. The completion strategy and, in particular, the worked strategy proved to be superior to the conventional strategy for attaining transfer.

Lynn S. Fuchs - One of the best experts on this subject based on the ideXlab platform.

  • the mathematical performance of at risk first graders as a function of limited english proficiency status
    Learning Disability Quarterly, 2019
    Co-Authors: Brittanylee N Martin, Lynn S. Fuchs
    Abstract:

    The purpose of this study was to explore interactions between limited English proficiency (LEP) status, as a function of risk status (low math performance at the start of the school year), on computation and word-problem solving performance. Among 260 1st-grade students, classified as at-risk (AR) or not at-risk (NAR) for math disability, we compared the performance of LEP students to native English-speaking peers. A series of 2-way ANOVAs were conducted on computation and word-problem solving Skill at 2 time points, fall and spring of 1st-grade. On fall computation measures, there was no main effect for LEP status and no interaction between LEP and risk status. On spring computation, a main effect for LEP status had emerged, but again no interaction. By contrast, on fall word-problem solving, there was an interaction between LEP and risk status; however, this interaction was no longer significant by spring. Results suggest that language proficiency is an important factor in the development of computation and word-problem solving Skill. Implications for future research are discussed.

  • cognitive and linguistic predictors of mathematical word problems with and without irrelevant information
    Learning and Individual Differences, 2016
    Co-Authors: Amber Y Wang, Lynn S. Fuchs, Douglas Fuchs
    Abstract:

    Abstract The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem Skill as well as language ability, working memory capacity, and processing speed; in the spring, they were tested on a word-problem measure that included items with versus without irrelevant information. Significant predictors common to both forms of word problems were initial arithmetic and word Problem-Solving Skill as well as language and working memory. Nonverbal reasoning predicted word problems with irrelevant information, but not word problems without irrelevant information. Findings are discussed in terms of implications for intervention and future research.

  • contribution of equal sign instruction beyond word problem tutoring for third grade students with mathematics difficulty
    Journal of Educational Psychology, 2010
    Co-Authors: Sarah R Powell, Lynn S. Fuchs
    Abstract:

    Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for the development of higher order mathematics Skills, including solving word problems. Research indicates equal-sign instruction can alter how typically developing students use the equal sign, but no study has been conducted on the effects of such instruction for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-Problem-Solving Skill for students with or without MD. In the present study, the authors assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to word-problem tutoring, word-problem tutoring plus equal-sign instruction (combined) tutoring, or no-tutoring control. Combined tutoring produced greater improvement on equal sign tasks and open equations than did the other 2 conditions. On certain forms of word problems, combined tutoring, but not word-problem tutoring alone, produced more improvement than did the control condition. When compared at posttest with 3rd-grade students without MD on equal-sign tasks and open equations, only combined tutoring students with MD performed comparably.

Douglas Fuchs - One of the best experts on this subject based on the ideXlab platform.

  • cognitive and linguistic predictors of mathematical word problems with and without irrelevant information
    Learning and Individual Differences, 2016
    Co-Authors: Amber Y Wang, Lynn S. Fuchs, Douglas Fuchs
    Abstract:

    Abstract The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem Skill as well as language ability, working memory capacity, and processing speed; in the spring, they were tested on a word-problem measure that included items with versus without irrelevant information. Significant predictors common to both forms of word problems were initial arithmetic and word Problem-Solving Skill as well as language and working memory. Nonverbal reasoning predicted word problems with irrelevant information, but not word problems without irrelevant information. Findings are discussed in terms of implications for intervention and future research.

Phong Thanh Nguyen - One of the best experts on this subject based on the ideXlab platform.

  • using fuzzy approach to model Skill shortage in vietnam s labor market in the context of industry 4 0
    Engineering Technology & Applied Science Research, 2020
    Co-Authors: My Tien Ha Duong, Diep Van Nguyen, Phong Thanh Nguyen
    Abstract:

    Human resource development is one of the main issues in the socio-economic development strategy and the transform of any regions  in the context of the Industry 4.0. However, Vietnamese human resources have been poorly evaluated in the areas of quality, lack of dynamism, and creativity. Therefore, this paper presents fuzzy logic approach to ranking seven Skills shortage in Vietnam’s Labor Market, namely lifelong learning, adaptive capacity, information technology capacity, creativity and innovation capacity, Problem-Solving capacity, foreign language competency, and organizing and managing competency. The result results  shown that the problem solving Skill is the largest gap between an enterprise’s requirements and the actual response of employees.

  • using fuzzy approach to model Skill shortage in vietnam s labor market in the context of industry 4 0
    MPRA Paper, 2019
    Co-Authors: My Tien Ha Duong, Diep Van Nguyen, Phong Thanh Nguyen
    Abstract:

    Human resources development is one of the main issues in the socio-economic development strategy and the transform of any region in the context of Industry 4.0. However, Vietnamese human resources have been poorly evaluated in the areas of quality, lack of dynamism, and creativity. Therefore, this paper presents a fuzzy logic approach to ranking seven Skills shortage in Vietnam’s Labor Market, namely lifelong learning, adaptive capacity, information technology capacity, creativity and innovation capacity, Problem-Solving capacity, foreign language competency, and organizing and managing competency. The results showed that the Problem-Solving Skill has the largest gap between an enterprise’s requirements and the actual response of employees.

Sarah E Berger - One of the best experts on this subject based on the ideXlab platform.

  • embodied cognition in practice exploring effects of a motor based problem solving intervention
    Physical Therapy, 2019
    Co-Authors: Regina T Harbourne, Sarah E Berger
    Abstract:

    Background Embodied cognition interests physical therapists because efforts to advance motor Skills in young infants can affect learning. However, we do not know if simply advancing motor Skill is enough to support advances in cognition. Objective The objective was to examine the effect of 2 interventions on the developing motor Skill of sitting and problem solving and to describe the feasibility of using eye-tracking technology to explore visual and motor interaction. Design This was a longitudinal, randomized comparison of interventions. Methods Twenty infants with developmental delay and/or cerebral palsy, ranging in age from 8 to 34 months (mean [SD] = 15 [6.9] months), participated in an intervention emphasizing motor-based problem solving, and an intervention focused on advancing motor Skill through assistance for attaining optimal movement patterns. Outcome measures were the Gross Motor Function Measure sitting subsection and the Early Problem Solving for Infants test. Active touch and looks were measured with eye-tracking technology. Results Participants in both groups made significant motor gains from baseline, with no difference between intervention groups on Gross Motor Function Measure change scores. Participants in the Problem-Solving group showed significant gains in Early Problem Solving for Infants scores over the participants in the optimal movement patterns group. Overall, participants increased active touch of toys and increased concurrent looking with active touching. Limitations This exploratory study was small, with variation in participants' Skills. The sampled behaviors for analysis were a small portion of the overall function of the participant. Conclusions An intervention using motor-based problem solving could improve infants' Problem-Solving Skill. The use of eye-tracking could help to understand embodied cognition as infants develop, but the challenges of embedding the method in natural settings require further work. Listen to the author interview at https://academic.oup.com/ptj/pages/podcasts.