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Students approach problem solving in fundamentally different ways. The purpose of this study was to explore the relationships of certain cognitive variables to problem-solving performance. Cognitive restructuring, spatial ability, reading comprehension, and mathematical story problem tests presented in a regular verbiage, low verbiage, and drawn formats were given to students in grades 3-7. The reading comprehension test correlated higher with problem-solving measures than did the cognitive restructuring or spatial ability tests. Using a repeated measures design, interactions between problem formats and a cognitive restructuring test and between problem formats and reading comprehension were found. In both cases, a drawn format was better for students scoring on the low end of the scales. Contrary to what was predicted, low verbiage problems were not helpful.
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Threadgill‐Sowder et al. (1985) studied this question.
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