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Relationship of arithmetic problem solving and reflective-impulsive cognitive styles in third-grade students
J I Navarro1, M Aguilar, C Alcalde
1Department of Psychology, University of Cádiz, Spain. jose.navarro@uca.es
Psychological Reports
|November 27, 1999
Summary
Cognitive styles impact math problem-solving. Training improved arithmetic skills for impulsive students but not reflective ones, suggesting tailored educational strategies are key.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Developmental Psychology
Background:
- Individual differences in mathematical problem-solving are linked to cognitive styles.
- Understanding these differences is crucial for effective educational interventions.
Purpose of the Study:
- To investigate if cognitive styles differentiate arithmetic problem solvers.
- To assess the impact of problem-solving strategy training on performance and cognitive style.
Main Methods:
- 98 third-grade students (mean age 8.1 years) participated.
- The Matching Familiar Figure Test classified students as Reflective or Impulsive.
- Students received training in arithmetic problem-solving strategies.
Main Results:
- Reflective students showed no significant performance improvement after training.
- Impulsive students demonstrated improved arithmetic problem-solving performance post-training.
- Cognitive styles remained largely unchanged by the training intervention.
Conclusions:
- Cognitive style is a significant factor in arithmetic problem-solving ability.
- Targeted training can enhance mathematical performance in impulsive learners.
- Educational approaches may need to consider individual cognitive styles for optimal outcomes.