Theses and Dissertations

ORCID

https://orcid.org/0000-0002-7450-2762

Advisor

Jarosz, Andrew F.

Committee Member

Moss, Jarrod

Committee Member

Jaeger, Allison

Date of Degree

5-16-2025

Original embargo terms

Visible MSU Only 2 Years

Document Type

Graduate Thesis - Campus Access Only

Major

Psychology

Degree Name

Master of Science (M.S.)

College

College of Arts and Sciences

Department

Department of Psychology

Abstract

Non-standardized Geometric Word Problems are real-world mathematical problems written in text which contain both relevant and irrelevant information. Working Memory, Reading Comprehension, and Spatial Ability are cognitive processes that support solving word problems. Visualization might also help solvers see the figure outlined in the problem. The current study investigated how different types of visualizations, the relevancy of information, individual differences in cognitive abilities, and their interactions influenced performance on Geometric Word Problem. Results indicated that the presence of irrelevant information impaired Geometric Word Problem solving success, while visual representations had no effect. Additionally, Working Memory, Reading Comprehension, and Spatial Ability positively predicted the performance on geometry questions. However, there were no two-way and three-way interactions between the cognitive abilities, visual representations, and relevancy of information. These findings highlight the importance of cognitive abilities and the need to provide relevant information in solving Geometric Word Problems.

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