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Arithmetic and algebraic problem solving and resource allocation: The distinct impact of fluid and numerical intelligence
Author(s) -
Dix Annika,
Meer Elke
Publication year - 2015
Publication title -
psychophysiology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.661
H-Index - 156
eISSN - 1469-8986
pISSN - 0048-5772
DOI - 10.1111/psyp.12367
Subject(s) - fluid intelligence , psychology , algebraic number , resource (disambiguation) , arithmetic , resource allocation , cognitive psychology , cognitive science , algebra over a field , mathematics education , cognition , computer science , working memory , mathematics , pure mathematics , neuroscience , mathematical analysis , computer network
Abstract This study investigates cognitive resource allocation dependent on fluid and numerical intelligence in arithmetic/algebraic tasks varying in difficulty. Sixty‐six 11th grade students participated in a mathematical verification paradigm, while pupil dilation as a measure of resource allocation was collected. Students with high fluid intelligence solved the tasks faster and more accurately than those with average fluid intelligence, as did students with high compared to average numerical intelligence. However, fluid intelligence sped up response times only in students with average but not high numerical intelligence. Further, high fluid but not numerical intelligence led to greater task‐related pupil dilation. We assume that fluid intelligence serves as a domain‐general resource that helps to tackle problems for which domain‐specific knowledge (numerical intelligence) is missing. The allocation of this resource can be measured by pupil dilation.