View in EDS HTML Full Text PDF Full Text

Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties.

Saved in:
Bibliographic Details
Title: Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties.
Authors: Endlich, Darius (AUTHOR), Lenhard, Wolfgang (AUTHOR), Marx, Peter (AUTHOR), Richter, Tobias (AUTHOR)
Source: Journal of Learning Disabilities. Jul2024, Vol. 57 Issue 4, p255-271. 17p.
Subjects: School environment, Portable computers, Task performance, Elementary schools, Research funding, Receiver operating characteristic curves, Mathematics, Psychology of school children, Descriptive statistics, Acalculia, Academic achievement, Memory, One-way analysis of variance, Data analysis software, Computer assisted testing (Education), Children
Geographic Terms: Germany
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Learning Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 177928056
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Endlich%2C+Darius%22">Endlich, Darius</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lenhard%2C+Wolfgang%22">Lenhard, Wolfgang</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Marx%2C+Peter%22">Marx, Peter</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Richter%2C+Tobias%22">Richter, Tobias</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Learning+Disabilities%22">Journal of Learning Disabilities</searchLink>. Jul2024, Vol. 57 Issue 4, p255-271. 17p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Portable+computers%22">Portable computers</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Receiver+operating+characteristic+curves%22">Receiver operating characteristic curves</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+school+children%22">Psychology of school children</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Acalculia%22">Acalculia</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22One-way+analysis+of+variance%22">One-way analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+testing+%28Education%29%22">Computer assisted testing (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Learning Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=177928056
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/00222194231204619
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 255
    Subjects:
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Portable computers
        Type: general
      – SubjectFull: Task performance
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Receiver operating characteristic curves
        Type: general
      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Psychology of school children
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Acalculia
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Memory
        Type: general
      – SubjectFull: One-way analysis of variance
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Computer assisted testing (Education)
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Germany
        Type: general
    Titles:
      – TitleFull: Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Endlich, Darius
      – PersonEntity:
          Name:
            NameFull: Lenhard, Wolfgang
      – PersonEntity:
          Name:
            NameFull: Marx, Peter
      – PersonEntity:
          Name:
            NameFull: Richter, Tobias
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 00222194
          Numbering:
            – Type: volume
              Value: 57
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Learning Disabilities
              Type: main
ResultId 1