Dataset: Working Memory Training and Math Students with MD at Pre Post Delayed Post [v.1]

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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 this includes data on: nesting variables, general participant information, pre, post, delayed post on working memory (WM), word-problem solving (WPS), and arithmetic.
See also "Follow-Along Classmates Working Memory, Math, Demographics at Pre Post" dataset for associated typically developing students.
The purpose of this study was to contrast alternative approaches to structure word-problem solving (WPS) intervention, including previously validated structured WPS intervention, the same WPS intervention with embedded working memory (WM) training, and general WM training with contiguous math practice. Second-grade students with WPS difficulty were randomly assigned to four conditions: validated structured WPS intervention (Pirate Math), Pirate Math with embedded WM training, general WM training with contiguous math practice, and a business-as-usual control group. Each of the three active intervention conditions involved 45 30-min sessions conducted one-to-one for 15 weeks. WM, WPS, and arithmetic were assessed before and 1-3 weeks after intervention. WPS and arithmetic were assessed again 4-6 weeks later. Multilevel models testing main effects and testing WM as a mediator of significant main effects were conducted. Baseline WM was assessed in a secondary set of moderation analyses.

This dataset contains a set of students with mathematics difficulties (i.e., pretest WPS < 30th percentile; standard scores below 80 on both subtests of the Wechsler Abbreviated Intelligence Scale; and pretest WM < 60th percentile) FOR NAR (Students without mathematics difficulties (i.e., pretest WPS > 30th percentile; standard scores below 80 on both subtests of the Wechsler Abbreviated Intelligence Scale; and WM > 60th percentile). Data for this project was collected in person at schools and via email mail, with each student containing two time points worth of data in the current sample. Data were collected at: Time point 1-September-October; Time point 2-April, Time point 3- May in academic years 2016-2017, 2017-2018, and 2018-2019.
This dataset contains information related to: Cognitive Processes, Executive Function, Math, Number Problems, Shema, Word Problems, Working Memory Arithmetic, Calculation; containing data from the following measures: 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), Second-Grade Word Problems.

Are these data unique or derived? ? If data were collected specifically for this project and are not stored in a slightly different form elsewhere, they are unique. If these data combine or use data from other datasets, they are derived
Nashville, Tennessee, United States
241 Children ( Age Range: 7-8 )
Special Populations
Variable Types in Dataset
Time Points

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