This study examined differences in cognitive processing between 4th-grade students who respond adequately, as opposed to inadequately, to intervention on 3 fraction outcomes: number-line estimation, calculation, and word problems. Students were assessed on 7 cognitive processes and on the 3 fraction outcomes. Students were grouped as adequate or inadequate responders, using as the cut-point the control-group mean on pre-to-post improvement on the relevant measure. Between-group differences identified reasoning, concept formation, and listening comprehension related to all 3 fraction outcomes. On the number-line outcome, within-group profile analysis indicated that inadequate responders experienced low reasoning ability relative to their other forms of cognitive processing.

中文翻译：

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与分数干预反应相关的认知特征。

这项研究调查了在对3个分数结果进行干预（而不是对数字结果的估计，计算和单词问题）进行适当干预的四年级学生之间，认知处理的差异。对学生的7个认知过程和3个分数结局进行了评估。将学生分为适当或不适当的回应者，并以对照组在相关衡量指标上事前改善后的平均值作为切入点。组间差异确定了与所有三个分数结果相关的推理，概念形成和听力理解。在数字上的结果上，组内资料分析表明，相对于其他形式的认知处理，不足的响应者具有较低的推理能力。