Document Detail


Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge.
MedLine Citation:
PMID:  22409764     Owner:  NLM     Status:  MEDLINE    
Abstract/OtherAbstract:
The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd grade. Multilevel path analysis, controlling for instructional effects associated with the sequence of classrooms in which students were nested across Grades 2-3, indicated arithmetic calculations and word problems are foundational to pre-algebraic knowledge. Also, results revealed direct contributions of nonverbal reasoning and oral language to pre-algebraic knowledge, beyond indirect effects that are mediated via arithmetic calculations and word problems. By contrast, attentive behavior, phonological processing, and processing speed contributed to pre-algebraic knowledge only indirectly via arithmetic calculations and word problems.
Authors:
Lynn S Fuchs; Donald L Compton; Douglas Fuchs; Sarah R Powell; Robin F Schumacher; Carol L Hamlett; Emily Vernier; Jessica M Namkung; Rose K Vukovic
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Publication Detail:
Type:  Journal Article; Research Support, N.I.H., Extramural     Date:  2012-03-12
Journal Detail:
Title:  Developmental psychology     Volume:  48     ISSN:  1939-0599     ISO Abbreviation:  Dev Psychol     Publication Date:  2012 Sep 
Date Detail:
Created Date:  2012-08-28     Completed Date:  2013-01-25     Revised Date:  2014-09-17    
Medline Journal Info:
Nlm Unique ID:  0260564     Medline TA:  Dev Psychol     Country:  United States    
Other Details:
Languages:  eng     Pagination:  1315-26     Citation Subset:  IM    
Copyright Information:
PsycINFO Database Record (c) 2012 APA, all rights reserved.
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MeSH Terms
Descriptor/Qualifier:
Child
Child Development
Cognition / physiology*
Educational Status*
Female
Humans
Individuality*
Knowledge*
Language
Male
Mathematics*
Memory, Short-Term
Models, Psychological
Motivation
Neuropsychological Tests
Problem Solving / physiology*
Grant Support
ID/Acronym/Agency:
HD15052/HD/NICHD NIH HHS; R01 HD059179/HD/NICHD NIH HHS; R01 HD059179/HD/NICHD NIH HHS; R01 HD059179-01/HD/NICHD NIH HHS
Comments/Corrections

From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine


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