Do working-memory executive components mediate the effects of age on strategy selection or on strategy execution? Insights from arithmetic problem solving

Abstract

Younger and older adults performed an inequality verification task (7+6 < 15, Yes/No?) in a control condition and in a dual-task condition where they simultaneously performed an executive-component task. Arithmetic-problem characteristics were manipulated in order to test strategy selection (i.e., choice of appropriate strategies in order to improve performance) and strategy execution (i.e., performance of the cognitive processes involved in each strategy). Results revealed that strategy selection changes with age: Older adults mainly selected one type of strategies in contrast to younger adults who used several types of strategies. These age-related changes were similar in the control and dual-task conditions. Strategy execution also changed with age, as shown by larger age-related differences on hardest problems. These age-related changes were larger in the dual-task condition, compared to the control condition. This impact of executive components as mediator of age-related changes depended on general age-related slowing. We discuss these findings in order to further understand the effects of age on arithmetic performance.

Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches

“…Abstract code model (McCloskey, 1992); Triple-code model (Dehaene, 1992); Encoding complex model (Campbell & Clarke, 1992)], though some conceptual frameworks for mathematical development and disability do include this construct (e.g., Geary & Hoard, 2005). As such, these models may be missing an explanatory construct for understanding not only mathematical performance and individual differences but also the development and operation of mathematical skills across the life span (Duverne, Lemaire, & Vandierendonck, 2008;Hecht, 2002;LeFevre et al, 2005). From an applied perspective, knowing whether working memory is related to how children learn mathematics and why some children have difficulties in math may be important for instructional design.…”

Sequential difficulty effects during execution of memory strategies in young and older adults

“…Hence, these changes have been explicitly linked to declines in executive resources Duverne, Lemaire, & Vandierendonck, 2007;Rabinowitz, Craik, & Ackerman, 1982;Taconnat & Lemaire, in press), which are known to affect the elderly population (Salthouse, 1990). Reduced executive resources likely contribute to increased memory strategy switch costs in the elderly (Froger et al, 2012;Toczé et al, 2012) and even to a general reluctance to shifting strategies (Lemaire & Leclère, 2014).…”

Executive Functions and Strategic Aspects of Arithmetic Performance: The Case of Adults' and Children's Arithmetic

“…As shown in Figure 7, participants were slower under WM-load condition, and even more so for the harder, rounding-up strategy than for the simpler, rounding-down strategy. These two sets of findings revealed that executive functions of working memory are involved in arithmetic strategy use and strategy execution (see also Duverne, Lemaire, & Vandierendonck, 2008).…”