Brain-Anatomy Differences in the Commission of Reversal Errors during Algebraic Word Problem Solving
Visualitza/
Impacte
Scholar |
Altres documents de l'autoria: Ventura Campos, Mercedes; Ferrando, Lara; Miró-Padilla, Anna; Avila, Cesar
Metadades
Mostra el registre complet de l'elementcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174799
comunitat-uji-handle3:10234/174800
comunitat-uji-handle4:
INVESTIGACIONMetadades
Títol
Brain-Anatomy Differences in the Commission of Reversal Errors during Algebraic Word Problem SolvingData de publicació
2022-07-17Editor
International Mind, Brain, and Education Society; Wiley Periodicals LLC.ISSN
1751-2271Cita bibliogràfica
Ventura‐Campos, N., Ferrando Esteve, L., Miró‐Padilla, A., & Ávila, C. (2022). Brain‐Anatomy Differences in the Commission of Reversal Errors during Algebraic Word Problem Solving. Mind, Brain, and Education.Tipus de document
info:eu-repo/semantics/articleVersió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
Resum
An important line of research related to the resolution of word problems is the study of the cognitive processes involved when subjects translate problems into the language of algebra. One of the most common errors ... [+]
An important line of research related to the resolution of word problems is the study of the cognitive processes involved when subjects translate problems into the language of algebra. One of the most common errors in problem-solving is the reversal error (RE), which occurs when students reverse the relationship between two variables when translating equations from comparison word problems. The aim of this neuroeducational study is to investigate the brain anatomy differences between two groups, one group that commits RE and a second group that does not. Magnetic resonance images of 37 normal and healthy participants between the ages of 18–25 years were acquired. Differences in gray matter were assessed using voxel-based morphometry analysis. Our results show that the RE group has a larger volume in the putamen, suggesting that these subjects have to make a greater effort to solve problems. [-]
Publicat a
Mind, Brain, and Education (2022)Entitat finançadora
Ministerio de Ciencia e Innovación (MICINN) | Universitat Jaume I | European Union - NextGenerationEU
Codi del projecte o subvenció
MCIN/AEI/10.13039/501100011033 | PID2020-118763GA-100 | UJI-A2021-04 | REQ/2021/02(UP2021-021) | MGS/2021/26
Títol del projecte o subvenció
Estudio de la neuroplasticidad en el aprendizaje de resolución de problemas aritmético-algebraicos con error de inversión | Bases neurales subyacentes al error de inversión, ¿cómo soluciona un resolutor competente este problema algebraico? | Implementación del "Machine learning" en un estudio de neuroeducación matemática | Neurociencia y educación. Estudio del procedimiento de la resolución de problemas matemáticos con error de inversión
Drets d'accés
info:eu-repo/semantics/openAccess
Apareix a les col.leccions
- EDE_Articles [420]
Except where otherwise noted, this item's license is described as © 2022 The Authors.Mind, Brain, and Educationpublished by International Mind, Brain, and Education Society and Wiley Periodicals LLC. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium,provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.