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Cognition and Instruction Volume 13, 1995 - Issue 1
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Original Articles

Much Ado About Nothing: The Relation Among Computational Skill, Arithmetic Word Problem Comprehension, and Limited Attentional Resources

Mitchell Rabinowitz
&
Kenneth E. Wooley
Pages 51-71 | Published online: 14 Dec 2009

Citations (10)

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Read on this site (3)

Josetxu Orrantia, Laura Rodríguez & Santiago Vicente. (2010) Automatic activation of addition facts in arithmetic word problems. The Quarterly Journal of Experimental Psychology 63:2, pages 310-319.
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J. Joy Cumming & John Elkins. (1999) Lack of Automaticity in the Basic Addition Facts as a Characteristic of Arithmetic Learning Problems and Instructional Needs. Mathematical Cognition 5:2, pages 149-180.
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Alexander Seeshing Yeung. (1999) Cognitive Load and Learner Expertise: Split-Attention and Redundancy Effects in Reading Comprehension Tasks With Vocabulary Definitions. The Journal of Experimental Education 67:3, pages 197-217.
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Articles from other publishers (7)

Jeanne Bagnoud, Jasinta Dewi & Catherine Thevenot. (2021) Differences in event-related potential (ERP) responses to small tie, non-tie and 1-problems in addition and multiplication. Neuropsychologia 153, pages 107771.
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Gabriella Daroczy, Detmar Meurers, Jürgen Heller, Magdalena Wolska & Hans-Christoph Nürk. (2020) The interaction of linguistic and arithmetic factors affects adult performance on arithmetic word problems. Cognitive Processing 21:1, pages 105-125.
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Kenneth E. Woolley, Tiedan Huang & Mitchell Rabinowitz. (2019) The effects of knowledge, strategies, and the interaction between the two in verbal analogy problem solving. Contemporary Educational Psychology 56, pages 91-105.
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Mitchell Rabinowitz. 2017. 35 52 .
Maria R. Lee & Tsung Teng Chen. (2015) Digital creativity: Research themes and framework. Computers in Human Behavior 42, pages 12-19.
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Fran Alexander. (2012) Building bridges: Linking diverse classification schemes as part of a technology change project. Business Information Review 29:2, pages 87-94.
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Richard A. Duschl & Michael J. Smith. 2001. Subject-specific instructional methods and activities. Subject-specific instructional methods and activities 269 290 .

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