id: 06690689
dt: j
an:
au: Green, Chloe T.; Bunge, Silvia A.; Briones Chiongbian, Victoria; Barrow,
Maia; Ferrer, Emilio
ti: Fluid reasoning predicts future mathematical performance among children and
adolescents.
so: J. Exp. Child Psychol. 157, 125-143 (2017).
py: 2017
pu: Elsevier, Amsterdam
la: EN
cc: C30 C40
ut: children; math; cognitive development; fluid reasoning; working memory;
problem solving
ci:
li: doi:10.1016/j.jecp.2016.12.005
ab: Summary: The aim of this longitudinal study was to determine whether fluid
reasoning (FR) plays a significant role in the acquisition of
mathematics skills above and beyond the effects of other cognitive and
numerical abilities. Using a longitudinal cohort sequential design, we
examined how FR measured at three assessment occasions, spaced
approximately 1.5 years apart, predicted math outcomes for a group of
69 participants between ages 6 and 21 years across all three assessment
occasions. We used structural equation modeling (SEM) to examine the
direct and indirect relations between childrenâ€™s previous cognitive
abilities and their future math achievement. A model including age, FR,
vocabulary, and spatial skills accounted for 90\% of the variance in
future math achievement. In this model, FR was the only significant
predictor of future math achievement; age, vocabulary, and spatial
skills were not significant predictors. Thus, FR was the only predictor
of future math achievement across a wide age range that spanned primary
school and secondary school. These findings build on Cattellâ€™s
conceptualization of FR as a scaffold for learning, showing that this
domain-general ability supports the acquisition of rudimentary math
skills as well as the ability to solve more complex mathematical
problems.
rv: