Problem format and updating function domains in solving of area problems

We investigated whether individual differences in visual updating function are important in solving arithmetic word problems. First, undergraduate and graduate students (n = 47) solved area word problems, some presented with extraneous information. We measured several components of reading time for the problems (e.g., integration time) and tested participants' updating functions in the phonological and visual domains. The results indicated that a stronger phonological or visual updating function reduced the effect of extraneous information on integration time, showing that both phonological and visual updating contributed to the integration process. Second, participants (n = 49) solved area problems presented in a figure format. The results suggested that only the visual updating function made a significant contribution to reducing integration difficulty. We infer that individual differences in the visual updating function are important to arithmetic problem solving when the category of problem or problem format requires problem-solvers to manipulate visual information.