Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties
Bibliographic Data
| ID | 21349995 |
|---|---|
| Authors | Darius Endlich (0000-0002-5647-7671, University of Würzburg, corresponding author), Wolfgang Lenhard (0000-0002-8184-6889, University of Würzburg), Peter Marx (0000-0002-1671-6148, University of Würzburg), Tobias Richter (0000-0002-0467-9044, University of Würzburg) |
| Year | 2024 |
| Volume | 57 |
| Issue | 4 |
| Pages | 255-271 |
| Publication date | 2024-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Learning Disabilities (JOURNAL) |
| Journal identifiers | ISSN: 0022-2194 • E-ISSN: 1538-4780 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00222194231204619 |
| PMID | 37905535 |
| OpenAlex | W4388035228 |
| Language | EN |
| References cited | 82 |
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
Arithmetic · Cognition · Cognitive psychology · Context (archaeology) · Latency (audio) · Subtraction · Task (project management) · Working memory · Cognitive and developmental aspects of mathematical skills · Computer Science · Engineering · Mathematics · Mathematics Education and Teaching Techniques · Psychology · Reading and Literacy Development
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| Highly cited | No |
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