Abstract
The relative difficulties of abstract factual (AF), abstract hypothetical (AH), concrete factual (CF), and concrete hypothetical (CH) word problems are compared. Data were analyzed for 399 children in grades 4-6, using a multifactorial analysis of variance with repeated measures on two experimental factors. Grade level, sex, order of testing, and performance on a computational skills test were also examined. Concrete problems were significantly easier than abstract (p < .01); hypothetical problems were significantly easier than factual (p < .01), a finding due entirely to the fact that AH problems were significantly easier than AF. Details regarding interactions are reported, and some implications discussed.
Published Version
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