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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Developmental Neuroscience

Background:

  • Self-referent information enhances cognitive processing, improving speed and accuracy.
  • Self-referent pronouns ('You') are known to boost performance in various tasks.
  • Previous studies indicate benefits for children's math word problem-solving, but mechanisms remain unclear.

Purpose of the Study:

  • To investigate the cognitive mechanisms behind self-reference effects in children's mathematical word problem-solving.
  • To use eye-tracking to monitor children's information processing during problem-solving tasks.
  • To determine how self-referent pronouns influence processing time and strategy.

Main Methods:

  • Eye-tracking was employed to monitor 9- to 11-year-old children's visual attention.
  • Children solved mathematical word problems with and without self-referent pronouns.
  • Fixation duration and location on problem text were analyzed.

Main Results:

  • Children solved subtraction problems faster when they included self-referent pronouns.
  • Faster processing was linked to reduced fixation length on referent information.
  • Self-pronouns led to less time spent looking at problem elements compared to other referents.

Conclusions:

  • Self-referent pronouns may enhance math problem-solving by supporting working memory, reducing revisitation of information.
  • This effect appears more pronounced for cognitively demanding problems, explaining prior self-reference effects.
  • Findings suggest pedagogical applications for optimizing learning through self-referential cues.