Dataset: Working Memory Training and Math Students with MD at Pre Post Delayed Post [v.3]

This file contains data associated with "Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches," a publication in the Journal of Education Psychology (2022), 2022, Vol. 114, No. 7, 1633–1653. Specifically, for students with math difficulties, this includes data on nesting variables, general participant information, pre and post working memory (WM), word-problem solving (WPS), and arithmetic; and delayed posttest on WPS and arithmetic. See also "Follow-Along Classmates Working Memory, Math, Demographics at Pre Post" dataset for associated typically developing classmates.
This study’s purpose was to investigate effects of 3 intervention approaches for building working memory (WM) and improving word-problem solving (WPS). Children with mathematics difficulties (n = 240; 7.51 years [SD = 0.33]) were randomized to 4 conditions: a control group, general WM training with contiguous math practice, WPS intervention without WM training, and WPS intervention with domain-specific WM training. WM, WPS, and arithmetic were assessed before and 1-3 weeks after intervention; delayed WPS and arithmetic posttesting occurred 4-6 weeks later. Multilevel modeling of main effects and mediation effects were employed. Compared to control, general WM training with contiguous math practice and WPS intervention without WM training increased WM and WPS. The 3rd training condition, WPS intervention with domain-specific WM training, which minimized WM training time, improved WPS but without effects on WM. Both WPS intervention conditions outperformed general WM training on WPS. Conclusions are as follows. (1) General WM training with contiguous math practice improves WM and WPS. (2) WM training is not a substitute for WPS intervention when the goal is to strengthen WPS. (3) WPS intervention without WM training improves WM but is not a substitute for WM training when the goal is to strengthen WM. (4) For WM effects to accrue, WM training needs to occur with sufficient intensity. (5) WM plays a causal role in WPS, but not in arithmetic. Implications are drawn for research and practice, including assessing instructional supports in future research to build cognitive-academic bidirectionality.
This dataset was collected on students with mathematics difficulties (i.e., pretest WPS < 30th percentile; standard scores above 80 on at least 1 of the 2 subtests of the Wechsler Abbreviated Intelligence Scale; and pretest WM < 60th percentile). (For the not-at-risk follow-along database: pretest WPS > 30th percentile; standard scores above 80 on both subtests of the Wechsler Abbreviated Intelligence Scale; and WM > 60th percentile). Data for this project were collected in person at schools, with each student with mathematics difficulties containing three time points of data: Timepoint 1 was September-October; Timepoint 2 was April; Timepoint 3 was May in academic years 2016-2017, 2017-2018, and 2018-2019. (For follow-along classmate, just Timepoints 1 & 2.)
This dataset contains information related to Cognitive Processes, Executive Function, Math, Number Problems, Word Problems, Working Memory Arithmetic, and Calculation. Measures were Story Problems (Jordan & Hanich, 2000), WASI (Wechsler, 2011), Working Memory Test Battery for Children (WMTB-C; Pickering & Gathercole, 2001)–Listening Recall and Counting Recall, Automated Working Memory Assessment (AWMA)-Odd-One Out, Arithmetic (Addition 0-12, Addition 5-18, Subtraction 0-12, Subtraction 5-18), and Second-Grade Word Problems.