Contextualization in Perspective

In this article, we examine the hypothesis that problem comprehension and computational processes interact during the solving of an arithmetic word problem. Two experiments tested subjects on a series of addition and subtraction word problems, the content of which varied on the basis of problem type and on the magnitude of the numbers involved (problem size). Performance data are presented and analyzed in terms of solution reaction times and error patterns. Results confirmed the main effects of problem size and problem type as factors determining reaction times but failed to show any significant interaction between the two factors. These results suggest that the cognitive processes involved in understanding an arithmetic word problem and in performing the required computations are best explained by a serial processing model. The absence of an interaction between problem comprehension and computational processes questions the notion that automatized retrieval facilitates problem solving and assertions suggesting that increasing computational requirements can interfere with problem-solving performance.