In an attempt to elaborate instructional aids in solving arithmetic word problems, structural modeling was used to explain children's failure in using task-appropriate skills. In each of two experiments, half of the mentally handicapped and non-handicapped children were given two word problems with question aids while the other half got no questions. Then, those subjects were administered questionnaires assessing their recognition of problems, identification of sets or their constituents and that of cardinal properties of those sets. Path diagrams obtained for those subjects showed strengthening effects of the question aids upon linkage between their tentative storage capacity and comprehension of cardinality of the set of objects, Discussions focused on metacognitive aspects of skill use.
Relationships among text comprehension performance and comprehension monitoring activities in 4th-and 6th-graders were studied in an experiment that employed a comprehension monitoring tasks in which those subjects were required to rate their subjectively estimated achievements after their recognition tasks. The 6th-graders showed causal relations among task-related metamemory activities and their text recognition performances. This time, influence of inserted question aids upon those causal relations were observed for both story and science text materials. The results were discussed in terms of subject's use and understandings of macrostructures of text materials that had those subjects use genre-specific reading skills.
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