The Influence of Working Memory and Classification Ability on Children′s Word Problem Solution

Abstract The purpose of this study was to investigate the relationship between problem classification (problem schemata) and working memory span on children′s solution accuracy of arithmetic word problems. Measures of working memory, classification ability, knowledge of processing operations, verbatim recall of word problem propositions, reading comprehension, and arithmetic performance were correlated with solution accuracy. A regression analysis indicated that reading comprehension and knowledge of processing operations were the best predictors of solution accuracy. Working memory and classification ability were significant predictors only when forced into the equation first. A confirmatory factor analysis, with the effect of reading comprehension partialed out, indicated that working memory and classification ability loaded on separate factors with solution accuracy. Overall, the results provide support for the hypothesis that the amount of working memory resources activated is independent of schemata activation. Consistent with an independence hypothesis (Brainerd & Reyna, 1992), the results also show a weak relationship between memory and problem solving accuracy.