Working Memory Load and Automaticity in Relation to Problem Solving in Engineering Students: Two Applications

• In Event: Marriott Roundtable Session 9
  In Roundtable Session: Exploring Cognitive Processes in Mathematics

Abstract

The paper examined the relations among problem solving, working memory load (WML), and automaticity by alternating the difficulty level of task characteristics. In Study 1, involving 68 engineering students, a 2 (WML) × 2 (automaticity) design was utilized for arithmetic problems. In Study 2, involving 76 engineering students, a 2 (WML) × 2 (automaticity) design was utilized for linear algebra tasks. In both studies, there were statistically significant main and interaction effects of WML and automaticity on the measure of response time, concurring with the cognitive load theory. Students performed faster and more accurately under the condition that is relatively easy but has more steps, whereas they performed worse under the condition that is relatively difficult but has fewer steps.

Authors

• Yi Ding, Fordham University

• Qian Wang, Manhattan College

• Jolene Trimm, Fordham University