Abstract
This research investigated the roles of verbal and visuo-spatial working memory among 2nd and 3rd graders (N＝160) when posing subtraction problems in “Combine” and “Compare” scenes. The problem in the Combine scene was concerned with the relationship between a set and a subset. The Compare scene problem was concerned with the relationship between two different sets. Children with higher scores for verbal working memory posed the subtraction problem with appropriate expressions and information congruent with the pictures presented in the Combine scene, in comparison to children with lower scores for verbal working memory. Children with higher scores for visuo-spatial working memory posed the subtraction problem with appropriate expressions and information congruent with the pictures presented in the Compare scene, compared to children with lower visuo-spatial working memory scores. These results suggest that verbal and visuo-spatial working memories play different roles for children's understanding of Combine and Compare scenes, and that different approaches are required to provide instruction on problems consisting of these two types of scenes.
