Time restriction and the linkage between subcomponent efficiency and algebraic inequality success.

Abstract

The compensatory-encoding theory (C-ET) of reading specifies how the efficiency of performance subcomponents affects comprehension under diverse task conditions. It maintains that readers can overcome weak skills through compensatory processes. To test whether C-ET captures more general principles underlying scholastic performance, the authors applied the theory to algebra: 140 undergraduates were asked to resolve algebraic inequalities under time pressure or under no time pressure. Participants were also assessed on the efficiency of the subcomponents required to execute the criterion algebraic inequality task (e.g., number identification, computation latency). Strong linkages were observed between subcomponent efficiency and algebraic inequality accuracy under time pressure, whereas weaker linkages were observed under no time pressure. Under no time pressure, rate of performance was unrelated to accuracy, all consistent with C-ET. Educational implications for helping struggling math problem solvers and for understanding standardized test results are considered.

Cultural differences in complex addition: Efficient Chinese versus adaptive Belgians and Canadians.

“…Consistent with the compensatory-encoding theory proposed by Walczyk and Griffith-Ross (2006), a high level of efficiency frees up working-memory resources for other processes. Individuals with inefficient processing, in contrast, are disadvantaged as the demands of the situation increase, for example in dual-task situations.…”

Cognitive efficiency: A conceptual and methodological comparison

“…The likelihood formula is consistent with studies of efficiency in other disciplines such as statistics and engineering that assesses rates and proportions in mathematics. Empirical studies in educational psychology have used the likelihood formula to test the superiority of different modalities in conjunction with pre-and post-task effort to investigate the cognitive efficiency of reading (Choi & Clark, 2006), in mathematics to determine the efficiency of performance under conditions of escalating complexity or restricted learning conditions (Hoffman & Schraw, 2009;Walczyk & Griffith-Ross, 2006), and the efficiency of strategy selection during problemsolving (Imbo & Vandierendonck, 2008).…”

“…Learning environments such as those students encounter during standardized or classroom testing mandate that concepts be mastered as quickly as possible and within prescribed time limits. Restricted conditions place additional demands upon learners such as stress and anxiety (Calvo, Eysenck, Ramos, & Jimenez, 1994;Walczyk & Griffith-Ross, 2006), usurping precious cognitive resources that might otherwise be devoted to learning or problem-solving. Second, some contextual conditions may impair the ability of learners to properly filter and assimilate information (Kirschner, Sweller, & Clark, 2006).…”

The effects of informational complexity and working memory on problem-solving efficiency

“…For instance, in research examining WMC and text processing, differences between low and high working memory readers are found only when the demands of the reading task exceed available resources (Linderholm & Van de Broek, 2002;Just & Carpenter, 1992). Additionally, learners with inefficient skills may use compensatory strategies resulting in only marginal performance deficits (Walczyk & Griffith-Ross, 2006).…”