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Article summary:

1. This study investigated the role of working memory and literacy in predicting performance on algebraic word problems.

2. Results showed that a literacy composite measure provided greater contribution than executive function capacity, but overall the contribution of executive function was comparable to that of literacy.

3. The phonological loop and visual spatial sketchpad contributed indirectly by way of literacy and performance IQ, respectively.

Article analysis:

The article is generally reliable and trustworthy as it provides evidence from previous studies to support its claims, as well as detailed information about the methodology used in the study. The authors also provide clear explanations for their results and conclusions, which are supported by data from the study. However, there are some potential biases in the article that should be noted. For example, the sample size used in this study was relatively small (151 10-year-olds), which may limit its generalizability to other populations or age groups. Additionally, the article does not explore any counterarguments or alternative explanations for its findings, nor does it discuss any possible risks associated with its conclusions. Finally, while the authors do provide evidence for their claims, they do not present both sides of an argument equally; instead they focus primarily on supporting their own conclusions without considering other perspectives or interpretations of their data.