This study determined the working memory (WM) components (executive, phonological short-term memory [STM], and visual–spatial sketchpad) that best predicted mathematical word problem-solving accuracy in elementary schoolchildren (N = 392). The battery of tests administered to assess mediators between WM and problem-solving included measures of domain-general knowledge (fluid intelligence, reading, calculation), domain-general processes (naming speed, inhibition), domain-specific knowledge (word-problem representation, planning) and domain-specific processes (estimation and numerical magnitude judgments). Structural equation modeling analyses indicated (a) the executive component of WM and phonological STM yielded significant direct paths to problem-solving accuracy in the fully mediated model; (b) domain general knowledge (reading, calculation), domain-specific knowledge (problem representation, magnitude judgments) and domain general processes (inhibition) uniquely mediated the relationship between components of WM (executive, phonological STM) and problem-solving accuracy; and (c) those processes failing to uniquely mediate the relationship between WM and problem-solving accuracy in the full mediation model were measures of fluid intelligence, planning and estimation. The results support the notion that both the executive and phonological storage components of WM draw upon some of the same resources in predicting problem-solving, but none of the aforementioned mediation variables completely compensated for the influence of these 2 WM components on children’s mathematical word problem-solving. More importantly, the findings suggest there are multiple pathways that mediate the relationship between components of WM performance and problem-solving accuracy.

The purpose of this study was to investigate the effectiveness of explicit, direct, and generative strategy training and working memory capacity (WMC) on mathematical word problem-solving accuracy in elementary schoolchildren. In this study, children in third grade (N = 82) identified as at risk for math difficulties (MD) were randomly assigned (within classrooms) to one of three treatment conditions that explicitly directed students’ attention to different propositions within word problems—paraphrase question propositions (Restate), paraphrase relevant propositions (Relevant), and paraphrase all propositions (Complete)—or an untreated control condition. A significant treatment by covariate design indicated that generative strategy outcomes were conditional on the level of pretest WMC. A clear advantage in posttest problem-solving accuracy and solution planning was found for the complete generative condition relative to the control condition, but this advantage was conditional on setting WMC to a high level. Although no significant treatment advantages were found for solution accuracy when WMC was set to a low level, treatment advantages relative to the control condition were found for measures of schema activation. The results indicated that the effectiveness of generative strategies among children at risk for MD was directly dependent on the level of WMC.

The purpose of this study was to assess whether the differential effects of working memory (WM) components (the central executive, phonological loop, and visual-spatial sketchpad) on math word problem-solving accuracy in children (N = 413, ages 6-10) are completely mediated by reading, calculation, and fluid intelligence. The results indicated that all three WM components predicted word problem solving in the nonmediated model, but only the storage component of WM yielded a significant direct path to word problemsolving accuracy in the fully mediated model. Fluid intelligence was found to moderate the relationship between WM and word problem solving, whereas reading, calculation, and related skills (naming speed, domain-specific knowledge) completely mediated the influence of the executive system on problem-solving accuracy. Our results are consistent with findings suggesting that storage eliminates the predictive contribution of executive WM to various measures Colom, Rebollo, Abad, & Shih (Memory & Cognition, 34: 158-171, 2006). The findings suggest that the storage component of WM, rather than the executive component, has a direct path to higher-order processing in children.

The purpose of this study was to examine effectiveness of paraphrasing interventions on mathematics word problem‐solving accuracy in third grade children (N = 72) at risk for mathematics disabilities (MD). Three instructional conditions directed students’ attention through paraphrasing, via writing, to different propositions within word problems. Students were randomly assigned to one of four intervention conditions: paraphrase question propositions (restate), paraphrase relevant propositions (relevant) and paraphrase all propositions (complete) or an untreated control. A mixed ANCOVA indicated that paraphrasing relevant and complete propositions significantly increased posttest accuracy when compared to the control and restate condition. Results from the study provide support for the effectiveness of paraphrasing interventions that directs students to restate/paraphrase propositions of mathematics word problems relative to the control condition.

We provide evaluation results for Kids' Turn, a community-based divorcing parent education program. Based on pre-and post-test results from 61 parents, we found that parents reported improvements over time in interparental conflict, the number of topics parents argue about, parental alienation behaviors, parent anxiety and depression, and children's internalizing behaviors. These changes over time remained after we accounted for child sex, parent and child age, and time since separation. However, we did not observe any change in parenting behaviors. We discuss these results in light of factors influencing the ability of community-based programs to affect change in families after divorce.