ISSN 1556-6757








Volume 5, Issue 1, 2012


The Role of Physical Action in Fraction Learning

Taylor Martin, Vanessa Svihla, Carmen Petrick Smith


Action’s effect on mathematics learning is understudied. In this experiment, nine- and ten-year-olds learned about fractions with either manipulatives or pictures. Children learned faster with manipulatives. Manipulatives helped children organize materials in more helpful ways than pictures did. However, manipulatives did not help children make interpretations from their materials. Both groups required an interpretation of fractions to succeed. Before converging on viable interpretations and actions for solving problems by the end of the study, children first experimented. These results suggest that manipulatives help stimulate a process of discovery in which children coevolve their actions and ideas over time. Full Article


Relationship between the Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) and Woodcock-Johnson-III Normative Update (NU): Tests of Cognitive Abilities (WJ-III COG). Gail Cheramie, Mary Stafford, Candice Boysen, Jana Moore, Callie Prade



This pilot study investigated the relationship of the Wechsler Adult Intelligence Scale (WAIS-IV) and the Woodcock-Johnson-III: Tests of Cognitive Abilities (WJ-III COG) as related to the Cattell-Horn-Carroll (CHC) theory. Correlations between the instruments using a general adult sample of 30 individuals yielded findings that are consistent with data on CHC relationships and show that certain subtests are true measures of narrow abilities they are designed to measure (e.g., WJ-III COG Picture Recognition measures visual memory) whereas others are multidimensional (e.g., WAIS-IV Arithmetic and Matrix Reasoning). This study contributes to the increasing knowledge of CHC broad and narrow abilities. Full Article



A Study to Examine the Impact of Stress Management Workshops on Nontraditional Students’ Academic Performance. Cindye Richburg, Jonathan Mbah, Nibaldo Galleguillos


This study measured the effects of stress-management workshops on nontraditional students’ perceived stress levels and their academic performance. The study was conducted in an academic institution in southeastern part of the United States, which included 40 nontraditional undergraduate students. Students’ perceived stress levels and academic performance were assessed. Analyses of results from pretest and posttest show that nontraditional students’ academic performance as measured by GPA improved by 0.5 points on a scale of 1.5 to 4.0 with treatment showing a positive long-term effect. Full Article