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Yang X, Star JR, Zhu X, Wang R, Zhang Y, Tong J, He Z. Phonological awareness and RAN contribute to Chinese reading and arithmetic for different reasons. Cogn Process 2024; 25:443-455. [PMID: 38526668 DOI: 10.1007/s10339-024-01184-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Accepted: 02/15/2024] [Indexed: 03/27/2024]
Abstract
The present study investigated how phonological awareness and rapid automatized naming (hereafter, RAN), simultaneously contributed to Chinese reading and arithmetic fluency. Specifically, we proposed a new hypothesized mechanism that processing speed would mediate the relations of RAN with Chinese reading and arithmetic fluency. One hundred and forty-five Chinese children at the fifth grade were administered with a battery of measures, including three phonological processing measures, character reading, and whole number computation, as well as nonverbal IQ, and vocabulary knowledge. Path analyses revealed that phonological awareness and RAN were uniquely related to character reading and arithmetic fluency, while phonological memory was not significantly correlated to either character reading or arithmetic fluency, after controlling for age, nonverbal IQ, and vocabulary knowledge. Further analysis indicated that processing speed demonstrated a mediating effect on the importance of RAN in character reading, rather than in arithmetic fluency. Results underscore the potential importance of phonological awareness and RAN in character reading and arithmetic fluency, and the mediating role of processing speed in RAN to promote Chinese character reading fluency.
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Affiliation(s)
- Xiujie Yang
- Faculty of Psychology, Beijing Normal University, Beijing, China.
| | - Jon R Star
- Harvard Graduate School of Education, Harvard University, Cambridge, USA
| | - Xiangyi Zhu
- Beijing Key Laboratory of Behavior and Mental Health, School of Psychological and Cognitive Sciences, Peking University, Beijing, China
| | - Rong Wang
- College of Management, Shenzhen University, Shenzhen, China
| | - Yan Zhang
- School of Media and Communication, Shenzhen University, Shenzhen, China
| | - Jiajin Tong
- Beijing Key Laboratory of Behavior and Mental Health, School of Psychological and Cognitive Sciences, Peking University, Beijing, China.
| | - Zhonghui He
- Department of Physical Education, Peking University, Beijing, China.
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2
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Semeraro C, Musso P, Cassibba R, Annese S, Scurani A, Lucangeli D, Taurino A, Coppola G. Relation between fluid intelligence and mathematics and reading comprehension achievements: The moderating role of student teacher relationships and school bonding. PLoS One 2023; 18:e0290677. [PMID: 37768944 PMCID: PMC10538704 DOI: 10.1371/journal.pone.0290677] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Accepted: 08/13/2023] [Indexed: 09/30/2023] Open
Abstract
Several studies have shown the relevance among students of the quality of their interpersonal relationships for their academic achievement. Nevertheless, most studies available have explored the relation between the cognitive functioning and academic achievement without taking into account the quality of the relationships experienced in the school environment. Furthermore, the studies that have begun to consider the joint role of these factors in the prediction of academic achievement are scant. Therefore, it appears of relevance to deepen the relation between cognitive functioning and quality of school relationships in order to support students' academic achievement and the potential of youth. In this paper, we examined the moderating role of the quality of student-teacher relationships and school bonding (STR-SB) in the associations of fluid intelligence (Gf) with academic achievement among adolescents (N = 219). A multiple-group structural equation modelling analysis revealed that STR-SB quality moderated unexpectedly only the link between Gf and mathematics. The findings support the idea that the quality of student-teacher relationships may be a relevant dimension to be considered to clarify the association between cognitive functioning and academic achievement.
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Affiliation(s)
- Cristina Semeraro
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Pasquale Musso
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Rosalinda Cassibba
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Susanna Annese
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | | | - Daniela Lucangeli
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
| | - Alessandro Taurino
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Gabrielle Coppola
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
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3
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De Felice S, Hatilova A, Trojan F, Tsui I, Hamilton AFDC. Autistic adults benefit from and enjoy learning via social interaction as much as neurotypical adults do. Mol Autism 2023; 14:33. [PMID: 37674207 PMCID: PMC10481576 DOI: 10.1186/s13229-023-00561-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Accepted: 07/30/2023] [Indexed: 09/08/2023] Open
Abstract
BACKGROUND Autistic people show poor processing of social signals (i.e. about the social world). But how do they learn via social interaction? METHODS 68 neurotypical adults and 60 autistic adults learned about obscure items (e.g. exotic animals) over Zoom (i) in a live video-call with the teacher, (ii) from a recorded learner-teacher interaction video and (iii) from a recorded teacher-alone video. Data were analysed via analysis of variance and multi-level regression models. RESULTS Live teaching provided the most optimal learning condition, with no difference between groups. Enjoyment was the strongest predictor of learning: both groups enjoyed the live interaction significantly more than other condition and reported similar anxiety levels across conditions. LIMITATIONS Some of the autistic participants were self-diagnosed-however, further analysis where these participants were excluded showed the same results. Recruiting participants over online platforms may have introduced bias in our sample. Future work should investigate learning in social contexts via diverse sources (e.g. schools). CONCLUSIONS These findings advocate for a distinction between learning about the social versus learning via the social: cognitive models of autism should be revisited to consider social interaction not just as a puzzle to decode but rather a medium through which people, including neuro-diverse groups, learn about the world around them. Trial registration Part of this work has been pre-registered before data collection https://doi.org/10.17605/OSF.IO/5PGA3.
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Affiliation(s)
- S De Felice
- Institute of Cognitive Neuroscience, University College London, Alexandra House, 17-19 Queen Square, London, WC1N 3AZ, UK.
| | - A Hatilova
- Institute of Cognitive Neuroscience, University College London, Alexandra House, 17-19 Queen Square, London, WC1N 3AZ, UK
| | - F Trojan
- Institute of Cognitive Neuroscience, University College London, Alexandra House, 17-19 Queen Square, London, WC1N 3AZ, UK
| | - I Tsui
- Institute of Cognitive Neuroscience, University College London, Alexandra House, 17-19 Queen Square, London, WC1N 3AZ, UK
| | - Antonia F de C Hamilton
- Institute of Cognitive Neuroscience, University College London, Alexandra House, 17-19 Queen Square, London, WC1N 3AZ, UK
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Niebaum J, Munakata Y. The Development of Relational Reasoning: An Eyetracking Analysis of Strategy Use and Adaptation in Children and Adults Performing Matrix Completion. Open Mind (Camb) 2023; 7:197-220. [PMID: 37416068 PMCID: PMC10320822 DOI: 10.1162/opmi_a_00078] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Accepted: 04/24/2023] [Indexed: 07/08/2023] Open
Abstract
Relational reasoning is a key component of fluid intelligence and an important predictor of academic achievement. Relational reasoning is commonly assessed using matrix completion tasks, in which participants see an incomplete matrix of items that vary on different dimensions and select a response that best completes the matrix based on the relations among items. Performance on such assessments increases dramatically across childhood into adulthood. However, despite widespread use, little is known about the strategies associated with good or poor matrix completion performance in childhood. This study examined the strategies children and adults use to solve matrix completion problems, how those strategies change with age, and whether children and adults adapt strategies to difficulty. We used eyetracking to infer matrix completion strategy use in 6- and 9-year-old children and adults. Across ages, scanning across matrix rows and columns predicted good overall performance, and quicker and higher rates of consulting potential answers predicted poor performance, indicating that optimal matrix completion strategies are similar across development. Indices of good strategy use increased across childhood. As problems increased in difficulty, children and adults increased their scanning of matrix rows and columns, and adults and 9-year-olds also shifted strategies to rely more on consulting potential answers. Adapting strategies to matrix difficulty, particularly increased scanning of rows and columns, was associated with good overall performance in both children and adults. These findings underscore the importance of both spontaneous and adaptive strategy use in individual differences in relational reasoning and its development.
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Affiliation(s)
- Jesse Niebaum
- Center for Mind and Brain, University of California, Davis, Davis, CA
| | - Yuko Munakata
- Department of Psychology, University of California, Davis, Davis, CA
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5
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McGugin RW, Sunday MA, Gauthier I. The neural correlates of domain-general visual ability. Cereb Cortex 2023; 33:4280-4292. [PMID: 36045003 DOI: 10.1093/cercor/bhac342] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Revised: 08/01/2022] [Accepted: 08/02/2022] [Indexed: 11/12/2022] Open
Abstract
People vary in their general ability to compare, identify, and remember objects. Research using latent variable modeling identifies a domain-general visual recognition ability (called o) that reflects correlations among different visual tasks and categories. We measure associations between a psychometrically-sensitive measure of o and a neurometrically-sensitive measure of visual sensitivity to shape. We report evidence for distributed neural correlates of o using functional and anatomical regions-of-interest (ROIs) as well as whole brain analyses. Neural selectivity to shape is associated with o in several regions of the ventral pathway, as well as additional foci in parietal and premotor cortex. Multivariate analyses suggest the distributed effects in ventral cortex reflect a common mechanism. The network of brain areas where neural selectivity predicts o is similar to that evoked by the most informative features for object recognition in prior work, showing convergence of 2 different approaches on identifying areas that support the best object recognition performance. Because o predicts performance across many visual tasks for both novel and familiar objects, we propose that o could predict the magnitude of neural changes in task-relevant areas following experience with specific task and object category.
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Affiliation(s)
- Rankin W McGugin
- Department of Psychology, Vanderbilt University, 301 Wilson Hall, Nashville, TN 37240, United States
| | - Mackenzie A Sunday
- Department of Psychology, Vanderbilt University, 301 Wilson Hall, Nashville, TN 37240, United States
| | - Isabel Gauthier
- Department of Psychology, Vanderbilt University, 301 Wilson Hall, Nashville, TN 37240, United States
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6
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Zhou H, Tan Q, Ye X, Miao L. Number sense: the mediating effect between nonverbal intelligence and children's mathematical performance. PSICOLOGIA-REFLEXAO E CRITICA 2022; 35:27. [PMID: 36103098 PMCID: PMC9474765 DOI: 10.1186/s41155-022-00231-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Accepted: 09/02/2022] [Indexed: 11/30/2022] Open
Abstract
The study explored the mediating effect of number sense between nonverbal intelligence and children's mathematical performance. The sample consisted of 131 pupils in Shaoxing City of China from grades 1, 3, and 5. The students completed measures of nonverbal intelligence, number sense, basic arithmetic ability, mathematical performance, rapid automatized naming, and working memory. Results show that although all variables significantly relate with each other (all p < .01), only nonverbal intelligence, number sense, and basic arithmetic ability significantly affect children's mathematical performance (all p < .01). According to multiple-mediation model, nonverbal intelligence significantly predicts children's mathematical performance through number sense and basic arithmetic ability. These findings suggest that domain-specific mathematical skills play a prominent role in children's mathematical performance in primary school, rather than domain-general cognitive functions. Educators should pay attention to develop children's number sense in order to improve children's mathematical ability.
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Affiliation(s)
- Hui Zhou
- Center for Brain, Mind and Education, Shaoxing University, Shaoxing City, 312000, People's Republic of China.
- Department of Psychology, School of Teacher Education, Shaoxing University, Shaoxing City, 312000, People's Republic of China.
| | - Qiutong Tan
- Center for Brain, Mind and Education, Shaoxing University, Shaoxing City, 312000, People's Republic of China
- Department of Psychology, School of Teacher Education, Shaoxing University, Shaoxing City, 312000, People's Republic of China
| | - Xiaolin Ye
- School of Teacher Education, Huzhou University, Huzhou City, 313000, People's Republic of China
| | - Lujia Miao
- Research Center of Education Evaluation and Rural Education Development, Zhejiang Agriculture and Forestry University, Hangzhou City, 311300, People's Republic of China.
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School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success: Result of an Eight-Year Longitudinal Study. J Intell 2022; 10:jintelligence10030066. [PMID: 36135607 PMCID: PMC9503726 DOI: 10.3390/jintelligence10030066] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2022] [Revised: 09/01/2022] [Accepted: 09/07/2022] [Indexed: 11/23/2022] Open
Abstract
Research has shown that the development of cognitive and social skills in preschool predicts school readiness in kindergarten. However, most longitudinal studies are short-term, tracking children’s development only through the early elementary school years. This study aims to investigate the long-term impact of preschool predictors, intelligence, and mothers’ education on grade six school performance. This study presents the results of an eight-year-long longitudinal study. The sample includes 202 Hungarian children (89 boys) from a disadvantaged region of southeastern Hungary. The independent variables were the preschool measures: DIFER (Diagnostic System for Assessing Development), a widely used, standardized school readiness test that measures cognitive and social skills; the Raven intelligence test; and socioeconomic status. The dependent variables in grade six were: National Standardized tests in math and reading (NABC, National Assessment of Basic Competencies) and school grades (GPA). Cronbach’s alpha reliability of each test is above 0.76. Correlations and a series of multiple regressions were used for analysis. All three independent variables have significant predictive power for school performance in sixth grade. DIFER skills were the best predictors for reading achievement, intelligence for math achievement, and GPA was best predicted by mothers’ education. The results show that developing preschool skills, mothers’ education and IQ in preschool are essential to long-term learning success.
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8
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Bilalić M, Đokić R, Koso-Drljević M, Đapo N, Pollet T. When (deliberate) practice is not enough – the role of intelligence, practice, and knowledge in academic performance. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03336-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AbstractIt is well established that academic performance (AP) depends on a number of factors, such as intellectual capacities, practice, and previous knowledge. We know little about how these factors interact as they are rarely measured simultaneously. Here we present mediated-Factors of Academic Performance (m-FAP) model, which simultaneously assesses direct and indirect, mediated, effects on AP. In a semester-long study with 118 first-year college students, we show that intelligence and working memory only indirectly influenced AP on a familiar, less challenging college course (Introduction to Psychology). Their influence was mediated through previous knowledge and self-regulated learning activities akin to deliberate practice. In a novel and more challenging course (Statistics in Psychology), intellectual capacities influenced performance both directly and indirectly through previous knowledge. The influence of deliberate practice, however, was considerably weaker in the novel course. The amount of time and effort that the students spent on the more difficult course could not offset the advantage of their more intelligent and more knowledgeable peers. The m–FAP model explains previous contradictory results by providing a framework for understanding the extent and limitations of individual factors in AP, which depend not only on each other, but also on the learning context.
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9
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Parajuli N, Pradhan B, Bapat S. Effect of yoga on cognitive functions and anxiety among female school children with low academic performance: A randomized control trial. Complement Ther Clin Pract 2022; 48:101614. [DOI: 10.1016/j.ctcp.2022.101614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Revised: 05/03/2022] [Accepted: 05/29/2022] [Indexed: 11/30/2022]
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10
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Gnas J, Mack E, Preckel F. When Classmates Influence Teacher Judgment Accuracy of Students’ Cognitive Ability: Studying Frame-of-Reference Effects in Primary School. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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11
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Sorjonen K, Melin B, Nilsonne G. Lord's paradox in latent change score modeling: An example involving facilitating longitudinal effects between intelligence and academic achievement. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2022.111520] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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12
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Raden MJ, Jarosz AF. Strategy Transfer on Fluid Reasoning Tasks. INTELLIGENCE 2022. [DOI: 10.1016/j.intell.2021.101618] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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13
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Lin X, Powell SR. Examining the relation between whole numbers and fractions: A meta-analytic structural equation modeling approach. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.102017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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14
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Saß S, Schütte K, Kampa N, Köller O. Continuous time models support the reciprocal relations between academic achievement and fluid intelligence over the course of a school year. INTELLIGENCE 2021. [DOI: 10.1016/j.intell.2021.101560] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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15
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Song CS, Xu C, Maloney EA, Skwarchuk SL, Di Lonardo Burr S, Lafay A, Wylie J, Osana HP, Douglas H, LeFevre JA. Longitudinal relations between young students’ feelings about mathematics and arithmetic performance. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101078] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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16
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Gao Q, Feng Y, Chen W, Ping X. Does perceived chess skills mediate the relationship between fluid intelligence and academic performance? JOURNAL OF PSYCHOLOGY IN AFRICA 2021. [DOI: 10.1080/14330237.2020.1871220] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Qiyang Gao
- Center for Brain, Mind and Education, Shaoxing University, Shaoxing, People’s Republic of China
- School of Teacher Education, Shaoxing University, Shaoxing, People’s Republic of China
| | - Yayi Feng
- School of Teacher Education, Shaoxing University, Shaoxing, People’s Republic of China
| | - Wei Chen
- Center for Brain, Mind and Education, Shaoxing University, Shaoxing, People’s Republic of China
- School of Teacher Education, Shaoxing University, Shaoxing, People’s Republic of China
| | - Xianjie Ping
- Center for Brain, Mind and Education, Shaoxing University, Shaoxing, People’s Republic of China
- School of Teacher Education, Shaoxing University, Shaoxing, People’s Republic of China
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Jonsson B, Granberg C, Lithner J. Gaining Mathematical Understanding: The Effects of Creative Mathematical Reasoning and Cognitive Proficiency. Front Psychol 2020; 11:574366. [PMID: 33391087 PMCID: PMC7775304 DOI: 10.3389/fpsyg.2020.574366] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Accepted: 11/30/2020] [Indexed: 11/13/2022] Open
Abstract
In the field of mathematics education, one of the main questions remaining under debate is whether students' development of mathematical reasoning and problem-solving is aided more by solving tasks with given instructions or by solving them without instructions. It has been argued, that providing little or no instruction for a mathematical task generates a mathematical struggle, which can facilitate learning. This view in contrast, tasks in which routine procedures can be applied can lead to mechanical repetition with little or no conceptual understanding. This study contrasts Creative Mathematical Reasoning (CMR), in which students must construct the mathematical method, with Algorithmic Reasoning (AR), in which predetermined methods and procedures on how to solve the task are given. Moreover, measures of fluid intelligence and working memory capacity are included in the analyses alongside the students' math tracks. The results show that practicing with CMR tasks was superior to practicing with AR tasks in terms of students' performance on practiced test tasks and transfer test tasks. Cognitive proficiency was shown to have an effect on students' learning for both CMR and AR learning conditions. However, math tracks (advanced versus a more basic level) showed no significant effect. It is argued that going beyond step-by-step textbook solutions is essential and that students need to be presented with mathematical activities involving a struggle. In the CMR approach, students must focus on the relevant information in order to solve the task, and the characteristics of CMR tasks can guide students to the structural features that are critical for aiding comprehension.
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Affiliation(s)
- Bert Jonsson
- Department of Applied Educational Science, Umeå University, Umeå, Sweden
- Umeå Mathematics Education Research Center, Umeå, Sweden
| | - Carina Granberg
- Department of Applied Educational Science, Umeå University, Umeå, Sweden
- Umeå Mathematics Education Research Center, Umeå, Sweden
| | - Johan Lithner
- Umeå Mathematics Education Research Center, Umeå, Sweden
- Department of Science and Mathematics Education, Umeå University, Umeå, Sweden
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18
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Boncquet M, Soenens B, Verschueren K, Lavrijsen J, Flamant N, Vansteenkiste M. Killing two birds with one stone: The role of motivational resources in predicting changes in achievement and school well-being beyond intelligence. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101905] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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19
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Wang C. A Review of the Effects of Abacus Training on Cognitive Functions and Neural Systems in Humans. Front Neurosci 2020; 14:913. [PMID: 32982681 PMCID: PMC7492585 DOI: 10.3389/fnins.2020.00913] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2020] [Accepted: 08/06/2020] [Indexed: 12/18/2022] Open
Abstract
Abacus, which represents numbers via a visuospatial format, is a traditional device to facilitate arithmetic operations. Skilled abacus users, who have acquired the ability of abacus-based mental calculation (AMC), can perform fast and accurate calculations by manipulating an imaginary abacus in mind. Due to this extraordinary calculation ability in AMC users, there is an expanding literature investigating the effects of AMC training on cognition and brain systems. This review study aims to provide an updated overview of important findings in this fast-growing research field. Here, findings from previous behavioral and neuroimaging studies about AMC experts as well as children and adults receiving AMC training are reviewed and discussed. Taken together, our review of the existing literature suggests that AMC training has the potential to enhance various cognitive skills including mathematics, working memory and numerical magnitude processing. Besides, the training can result in functional and anatomical neural changes that are largely located within the frontal-parietal and occipital-temporal brain regions. Some of the neural changes can explain the training-induced cognitive enhancements. Still, caution is needed when extend the conclusions to a more general situation. Implications for future research are provided.
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Affiliation(s)
- Chunjie Wang
- Institute of Brain Science and Department of Psychology, School of Education, Hangzhou Normal University, Hangzhou, China
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20
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Ren X, Tong Y, Peng P, Wang T. Critical thinking predicts academic performance beyond general cognitive ability: Evidence from adults and children. INTELLIGENCE 2020. [DOI: 10.1016/j.intell.2020.101487] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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21
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Nikolov P, Jimi N, Chang J. The Importance of Cognitive Domains and the Returns to Schooling in South Africa: Evidence from Two Labor Surveys. LABOUR ECONOMICS 2020; 65:101849. [PMID: 34733014 PMCID: PMC8562071 DOI: 10.1016/j.labeco.2020.101849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Numerous studies have considered the important role of cognition in estimating the returns to schooling. How cognitive abilities affect schooling may have important policy implications, especially in developing countries during periods of increasing educational attainment. Using two longitudinal labor surveys that collect direct proxy measures of cognitive skills, we study the importance of specific cognitive domains for the returns to schooling in two samples. We instrument for schooling levels and we find that each additional year of schooling leads to an increase in earnings by approximately 18-20 percent. The estimated effect sizes-based on the two-stage least squares estimates-are above the corresponding ordinary least squares estimates. Furthermore, we estimate and demonstrate the importance of specific cognitive domains in the classical Mincer equation. We find that executive functioning skills (i.e., memory and orientation) are important drivers of earnings in the rural sample, whereas higher-order cognitive skills (i.e., numeracy) are more important for determining earnings in the urban sample. Although numeracy is tested in both samples, it is only a statistically significant predictor of earnings in the urban sample.
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Affiliation(s)
- Plamen Nikolov
- State University of New York (at Binghamton), USA
- Harvard Institute for Quantitative Social Science
- IZA Institute of Labor Economics
| | - Nusrat Jimi
- State University of New York (at Binghamton), USA
| | - Jerray Chang
- State University of New York (at Binghamton), USA
- London School of Economics and Political Science
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22
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Fridman R, Eden S, Spektor-Levy O. Nascent Inquiry, Metacognitive, and Self-Regulation Capabilities Among Preschoolers During Scientific Exploration. Front Psychol 2020; 11:1790. [PMID: 32849056 PMCID: PMC7396714 DOI: 10.3389/fpsyg.2020.01790] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2020] [Accepted: 06/29/2020] [Indexed: 11/13/2022] Open
Abstract
There is common agreement that preschool-level science education affects children's curiosity, their positive approach toward science, and their desire to engage with the subject. Children's natural curiosity drives them to engage enthusiastically in all forms of exploration. Engaging in scientific exploration necessitates self-regulation capabilities and a wide repertoire of cognitive and metacognitive strategies. The purpose of this study was to examine to what extent preschoolers (aged 5-6 years) implement nascent inquiry skills, metacognitive awareness, and self-regulation capabilities during play-based scientific exploration tasks. An additional purpose was to investigate the relationships between these capabilities, a relationship not yet investigated in the context of play-based, scientific exploration among young children. The study consisted of 215 preschoolers, from 10 preschools. For this study, we developed two scientific exploration tasks - structured and open-ended. Our motivation was to examine whether preschoolers' capabilities will differ in the context of structured task which is aligned with the view that young children need guidance and explicit instructions compared to the context of open-ended, play-based task-allowing the children to apply and test their intuitive theories and skills. During performance participants were videotaped. Their verbal and non-verbal responses were analyzed by means of a coding scheme. The results of a micro-analysis of about 100 h of video showed that given the opportunity, even without setting explicit goals and instructions, children exhibit inquiry capabilities: they ask questions, plan, hypothesize, use tools, draw conclusions. Asking questions and planning were better manifested during the structured task. Children also manifested higher levels of attention, persistence, and autonomy during the structured task. However, significant higher scores of self-regulation indications were revealed in the context of the open-ended, play-based, exploration task. Moreover, results indicate significant correlations between the five measures of preschoolers' inquiry capabilities and measures of metacognitive strategic awareness and self-regulation. The results of the present study suggest the importance of combining various learning environments and experiences in early science education that encourage children to engage in structured exploration alongside play-based, open-ended, exploration.
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Affiliation(s)
- Ronit Fridman
- Faculty of Social Sciences, School of Education, Bar-Ilan University, Ramat Gan, Israel.,The School of Education, Bar Ilan University, Ramat Gan, Israel
| | - Sigal Eden
- Faculty of Social Sciences, School of Education, Bar-Ilan University, Ramat Gan, Israel.,The School of Education, Bar Ilan University, Ramat Gan, Israel
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A gifted SNARC? Directional spatial-numerical associations in gifted children with high-level math skills do not differ from controls. PSYCHOLOGICAL RESEARCH 2020; 85:1645-1661. [PMID: 32448946 PMCID: PMC8211597 DOI: 10.1007/s00426-020-01354-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2019] [Accepted: 04/29/2020] [Indexed: 12/31/2022]
Abstract
The SNARC (Spatial-Numerical Association of Response Codes) effect (i.e., a tendency to associate small/large magnitude numbers with the left/right hand side) is prevalent across the whole lifespan. Because the ability to relate numbers to space has been viewed as a cornerstone in the development of mathematical skills, the relationship between the SNARC effect and math skills has been frequently examined. The results remain largely inconsistent. Studies testing groups of people with very low or very high skill levels in math sometimes found relationships between SNARC and math skills. So far, however, studies testing such extreme math skills level groups were mostly investigating the SNARC effect in individuals revealing math difficulties. Groups with above average math skills remain understudied, especially in regard to children. Here, we investigate the SNARC effect in gifted children, as compared to normally developing children (overall n = 165). Frequentist and Bayesian analysis suggested that the groups did not differ from each other in the SNARC effect. These results are the first to provide evidence for the SNARC effect in a relatively large sample of gifted (and mathematically highly skilled) children. In sum, our study provides another piece of evidence for no direct link between the SNARC effect and mathematical ability in childhood.
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Semeraro C, Giofrè D, Coppola G, Lucangeli D, Cassibba R. The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school. PLoS One 2020; 15:e0231381. [PMID: 32310988 PMCID: PMC7170247 DOI: 10.1371/journal.pone.0231381] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2019] [Accepted: 03/23/2020] [Indexed: 11/19/2022] Open
Abstract
There is increasing evidence that several factors, including both cognitive and non-cognitive ones, play an important role in mathematics achievement. Relatively little is known about how socio-emotional features and the quality of the student-teacher relationship correlate with mathematics achievement among adolescents in transition to middle school. The aim of the present study is to examine the role of cognitive factors (general cognitive abilities), non-cognitive factors (math anxiety and self-esteem), and the quality of the student-teacher relationship on mathematics achievement. A large sample of Italian sixth graders was evaluated upon entering middle school. The results showed that general cognitive ability was the best predictor of mathematics achievement. As regards non-cognitive factors, the level of math anxiety was effective in predicting mathematics achievement, after controlling for other measures including self-esteem and the quality of the student-teacher relationship. In particular, we found that the quality of the student-teacher relationship had an indirect influence on mathematics achievement through the mediation of math anxiety. Our findings seem to indicate that the quality of the student-teacher relationship may be related to mathematics achievement, through its effects on math anxiety. This may have important implications for practitioners and educators, as we can suggest that interventions devoted to improving the quality of the student-teacher relationship may play a positive role in both preventing math anxiety and promoting mathematics learning.
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Affiliation(s)
- Cristina Semeraro
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
- * E-mail:
| | - David Giofrè
- Department of Education, DISFOR University of Genoa, Genoa, Italy
| | - Gabrielle Coppola
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Daniela Lucangeli
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
| | - Rosalinda Cassibba
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
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Cimon-Paquet C, Bernier A, Matte-Gagné C, Mageau GA. Early maternal autonomy support and mathematical achievement trajectories during elementary school. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101855] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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26
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Wang Y, Ye X, Deng C. Exploring mechanisms of rapid automatized naming to arithmetic skills in Chinese primary schoolers. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22349] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Yiji Wang
- Faculty of EducationEast China Normal University Shanghai China
| | - Xiaolin Ye
- Shanghai Key Laboratory of Brain Functional Genomics, Changning‐ECNU Mental Health Center, School of Psychology and Cognitive ScienceEast China Normal University Shanghai China
| | - Ciping Deng
- Shanghai Key Laboratory of Brain Functional Genomics, Changning‐ECNU Mental Health Center, School of Psychology and Cognitive ScienceEast China Normal University Shanghai China
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Fuhrmann D, Simpson-Kent IL, Bathelt J, Kievit RA. A Hierarchical Watershed Model of Fluid Intelligence in Childhood and Adolescence. Cereb Cortex 2020; 30:339-352. [PMID: 31211362 PMCID: PMC7029679 DOI: 10.1093/cercor/bhz091] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2018] [Revised: 03/18/2019] [Accepted: 04/04/2019] [Indexed: 11/13/2022] Open
Abstract
Fluid intelligence is the capacity to solve novel problems in the absence of task-specific knowledge and is highly predictive of outcomes like educational attainment and psychopathology. Here, we modeled the neurocognitive architecture of fluid intelligence in two cohorts: the Centre for Attention, Leaning and Memory sample (CALM) (N = 551, aged 5-17 years) and the Enhanced Nathan Kline Institute-Rockland Sample (NKI-RS) (N = 335, aged 6-17 years). We used multivariate structural equation modeling to test a preregistered watershed model of fluid intelligence. This model predicts that white matter contributes to intermediate cognitive phenotypes, like working memory and processing speed, which, in turn, contribute to fluid intelligence. We found that this model performed well for both samples and explained large amounts of variance in fluid intelligence (R2CALM = 51.2%, R2NKI-RS = 78.3%). The relationship between cognitive abilities and white matter differed with age, showing a dip in strength around ages 7-12 years. This age effect may reflect a reorganization of the neurocognitive architecture around pre- and early puberty. Overall, these findings highlight that intelligence is part of a complex hierarchical system of partially independent effects.
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Affiliation(s)
- Delia Fuhrmann
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Ivan L Simpson-Kent
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Joe Bathelt
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Rogier A Kievit
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
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Brookman‐Byrne A, Mareschal D, Tolmie AK, Dumontheil I. The Unique Contributions of Verbal Analogical Reasoning and Nonverbal Matrix Reasoning to Science and Maths Problem-Solving in Adolescence. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2019; 13:211-223. [PMID: 32362934 PMCID: PMC7189624 DOI: 10.1111/mbe.12212] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2018] [Revised: 06/25/2019] [Accepted: 07/03/2019] [Indexed: 05/14/2023]
Abstract
Relational reasoning, the ability to detect meaningful patterns, matures through adolescence. The unique contributions of verbal analogical and nonverbal matrix relational reasoning to science and maths are not well understood. Functional magnetic resonance imaging data were collected during science and maths problem-solving, and participants (N = 36, 11-15 years) also completed relational reasoning and executive function tasks. Higher verbal analogical reasoning associated with higher accuracy and faster reaction times in science and maths, and higher activation in the left anterior temporal cortex during maths problem-solving. Higher nonverbal matrix reasoning associated with higher science accuracy, higher science activation in regions across the brain, and lower maths activation in the right middle temporal gyrus. Science associations mostly remained significant when individual differences in executive functions and verbal IQ were taken into account, while maths associations typically did not. The findings indicate the potential importance of supporting relational reasoning in adolescent science and maths learning.
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Affiliation(s)
- Annie Brookman‐Byrne
- Centre for Brain and Cognitive Development, Department of Psychological SciencesBirkbeck, University of London
- Centre for Educational NeuroscienceUniversity of London
| | - Denis Mareschal
- Centre for Brain and Cognitive Development, Department of Psychological SciencesBirkbeck, University of London
- Centre for Educational NeuroscienceUniversity of London
| | - Andrew K. Tolmie
- Centre for Educational NeuroscienceUniversity of London
- Department of Psychology and Human Development, UCL Institute of EducationUniversity College London
| | - Iroise Dumontheil
- Centre for Brain and Cognitive Development, Department of Psychological SciencesBirkbeck, University of London
- Centre for Educational NeuroscienceUniversity of London
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29
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Willemsen RH, Schoevers EM, Kroesbergen EH. The Structure of Creativity in Primary Education: An Empirical Confirmation of the Amusement Park Theory. JOURNAL OF CREATIVE BEHAVIOR 2019. [DOI: 10.1002/jocb.411] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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30
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Júlio-Costa A, Martins AAS, Wood G, de Almeida MP, de Miranda M, Haase VG, Carvalho MRS. Heterosis in COMT Val158Met Polymorphism Contributes to Sex-Differences in Children's Math Anxiety. Front Psychol 2019; 10:1013. [PMID: 31156495 PMCID: PMC6530072 DOI: 10.3389/fpsyg.2019.01013] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2018] [Accepted: 04/16/2019] [Indexed: 01/03/2023] Open
Abstract
Math anxiety (MA) is a phobic reaction to math activities, potentially impairing math achievement. Higher frequency of MA in females is explainable by the interaction between genetic and environmental factors. The molecular-genetic basis of MA has not been investigated. The COMT Val158Met polymorphism, which affects dopamine levels in the prefrontal cortex, has been associated with anxiety manifestations. The valine allele is associated with lower, and the methionine allele with higher, dopamine availability. In the present study, the effects of sex and COMT Val158Met genotypes on MA were investigated: 389 school children aged 7-12 years were assessed for intelligence, numerical estimation, arithmetic achievement and MA and genotyped for COMT Val158Met polymorphism. The Math Anxiety Questionnaire (MAQ) was used to assess the cognitive and affective components of MA. All genotype groups of boys and girls were comparable regarding genotype frequency, age, school grade, numerical estimation, and arithmetic abilities. We compared the results of all possible genetic models: codominance (Val/Val vs. Val/Met vs. Met/Met), heterosis (Val/Met vs. Val/Val plus Met/Met), valine dominance (Val/Val plus Val/Met vs. Met/Met), and methionine dominance (Met/Met plus Val/Met vs. Val/Val). Models were compared using AIC and AIC weights. No significant differences between girls and boys and no effects of the COMT Val158Met polymorphism on numerical estimation and arithmetic achievement were observed. Sex by genotype effects were significant for intelligence and MA. Intelligence scores were higher in Met/Met girls than in girls with at least one valine allele (valine dominance model). The best fitting model for MA was heterosis. In Anxiety Toward Mathematics, heterozygous individuals presented MA levels close to the grand average regardless of sex. Homozygous boys were significantly less and homozygous girls significantly more math anxious. Heterosis has been seldom explored, but in recent years has emerged as the best genetic model for some phenotypes associated with the COMT Val158Met polymorphism. This is the first study to investigate the genetic-molecular basis of MA.
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Affiliation(s)
- Annelise Júlio-Costa
- Departamento de Psicologia, FAFICH, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Aline Aparecida Silva Martins
- Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Genética, Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Guilherme Wood
- Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino (INCT-ECCE), São Carlos, Brazil
- Department of Neuropsychology, Institute of Psychology, University of Graz, Graz, Austria
| | - Máira Pedroso de Almeida
- Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Genética, Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Marlene de Miranda
- Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Genética, Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Vitor Geraldi Haase
- Departamento de Psicologia, FAFICH, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino (INCT-ECCE), São Carlos, Brazil
- Programa de Pós-Graduação em Psicologia: Cognição e Comportamento, Departamento de Psicologia, FAFICH, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Saúde da Criança e Adolescente, Faculdade de Medicina, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Maria Raquel Santos Carvalho
- Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
- Programa de Pós-Graduação em Genética, Departamento de Biologia Geral, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
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Debatin T, Harder B, Ziegler A. Does fluid intelligence facilitate the learning of English as a foreign language?—A longitudinal latent growth curve analysis. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.01.009] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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32
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Variable control and conceptual change: A large-scale quantitative study in elementary school. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.02.003] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Schel MA, Klingberg T. Specialization of the Right Intraparietal Sulcus for Processing Mathematics During Development. Cereb Cortex 2018; 27:4436-4446. [PMID: 27566976 DOI: 10.1093/cercor/bhw246] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2016] [Accepted: 07/11/2016] [Indexed: 11/14/2022] Open
Abstract
Mathematical ability, especially perception of numbers and performance of arithmetics, is known to rely on the activation of intraparietal sulcus (IPS). However, reasoning ability and working memory, 2 highly associated abilities also activate partly overlapping regions. Most studies aimed at localizing mathematical function have used group averages, where individual variability is averaged out, thus confounding the anatomical specificity when localizing cognitive functions. Here, we analyze the functional anatomy of the intraparietal cortex by using individual analysis of subregions of IPS based on how they are structurally connected to frontal, parietal, and occipital cortex. Analysis of cortical thickness showed that the right anterior IPS, defined by its connections to the frontal lobe, was associated with both visuospatial working memory, and mathematics in 6-year-old children. This region specialized during development to be specifically related to mathematics, but not visuospatial working memory in adolescents and adults. This could be an example of interactive specialization, where interacting with the environment in combination with interactions between cortical regions leads from a more general role of right anterior IPS in spatial processing, to a specialization of this region for mathematics.
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Affiliation(s)
- Margot A Schel
- Department of Neuroscience, Karolinska Institutet, 171 77 Stockholm, Sweden
| | - Torkel Klingberg
- Department of Neuroscience, Karolinska Institutet, 171 77 Stockholm, Sweden
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Xenidou-Dervou I, Van Luit JEH, Kroesbergen EH, Friso-van den Bos I, Jonkman LM, van der Schoot M, van Lieshout ECDM. Cognitive predictors of children's development in mathematics achievement: A latent growth modeling approach. Dev Sci 2018; 21:e12671. [PMID: 29691952 DOI: 10.1111/desc.12671] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2017] [Accepted: 03/06/2018] [Indexed: 11/27/2022]
Abstract
Research has identified various domain-general and domain-specific cognitive abilities as predictors of children's individual differences in mathematics achievement. However, research into the predictors of children's individual growth rates, namely between-person differences in within-person change in mathematics achievement is scarce. We assessed 334 children's domain-general and mathematics-specific early cognitive abilities and their general mathematics achievement longitudinally across four time-points within the first and second grades of primary school. As expected, a constellation of multiple cognitive abilities contributed to the children's starting level of mathematical success. Specifically, latent growth modeling revealed that WM abilities, IQ, counting skills, nonsymbolic and symbolic approximate arithmetic and comparison skills explained individual differences in the children's initial status on a curriculum-based general mathematics achievement test. Surprisingly, however, only one out of all the assessed cognitive abilities was a unique predictor of the children's individual growth rates in mathematics achievement: their performance in the symbolic approximate addition task. In this task, children were asked to estimate the sum of two large numbers and decide if this estimated sum was smaller or larger compared to a third number. Our findings demonstrate the importance of multiple domain-general and mathematics-specific cognitive skills for identifying children at risk of struggling with mathematics and highlight the significance of early approximate arithmetic skills for the development of one's mathematical success. We argue the need for more research focus on explaining children's individual growth rates in mathematics achievement.
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Affiliation(s)
- Iro Xenidou-Dervou
- Mathematics Education Centre, Loughborough University, Loughborough, Leicestershire, UK.,Section of Educational Neuroscience, and LEARN! Research Institute, Faculty of Behavioral and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Johannes E H Van Luit
- Department of Educational and Learning Sciences, Faculty of Social and Behavioral Sciences, Utrecht University, Utrecht, The Netherlands
| | - Evelyn H Kroesbergen
- Department of Educational and Learning Sciences, Faculty of Social and Behavioral Sciences, Utrecht University, Utrecht, The Netherlands.,Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
| | - Ilona Friso-van den Bos
- Department of Educational and Learning Sciences, Faculty of Social and Behavioral Sciences, Utrecht University, Utrecht, The Netherlands
| | - Lisa M Jonkman
- Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Menno van der Schoot
- Section of Educational Neuroscience, and LEARN! Research Institute, Faculty of Behavioral and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Ernest C D M van Lieshout
- Section of Educational Neuroscience, and LEARN! Research Institute, Faculty of Behavioral and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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Gómez-Veiga I, Vila Chaves JO, Duque G, García Madruga JA. A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School. Front Psychol 2018; 9:400. [PMID: 29643823 PMCID: PMC5883086 DOI: 10.3389/fpsyg.2018.00400] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2017] [Accepted: 03/09/2018] [Indexed: 11/13/2022] Open
Abstract
Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a) to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test) and the other verbal (Deductive Reasoning Test), and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test); and (b) to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school.
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Affiliation(s)
- Isabel Gómez-Veiga
- Psicología Evolutiva y de la Educación, Universidad Nacional de Educación a Distancia, Madrid, Spain
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36
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A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education. EDUCATIONAL PSYCHOLOGY REVIEW 2018. [DOI: 10.1007/s10648-018-9432-z] [Citation(s) in RCA: 52] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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37
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Park I, Cho S. The influence of number line estimation precision and numeracy on risky financial decision making. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2018; 54:530-538. [PMID: 29318611 DOI: 10.1002/ijop.12475] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2017] [Accepted: 12/05/2017] [Indexed: 11/09/2022]
Abstract
This study examined whether different aspects of mathematical proficiency influence one's ability to make adaptive financial decisions. "Numeracy" refers to the ability to process numerical and probabilistic information and is commonly reported as an important factor which contributes to financial decision-making ability. The precision of mental number representation (MNR), measured with the number line estimation (NLE) task has been reported to be another critical factor. This study aimed to examine the contribution of these mathematical proficiencies while controlling for the influence of fluid intelligence, math anxiety and personality factors. In our decision-making task, participants chose between two options offering probabilistic monetary gain or loss. Sensitivity to expected value was measured as an index for the ability to discriminate between optimal versus suboptimal options. Partial correlation and hierarchical regression analyses revealed that NLE precision better explained EV sensitivity compared to numeracy, after controlling for all covariates. These results suggest that individuals with more precise MNR are capable of making more rational financial decisions. We also propose that the measurement of "numeracy," which is commonly used interchangeably with general mathematical proficiency, should include more diverse aspects of mathematical cognition including basic understanding of number magnitude.
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Affiliation(s)
- Inkyung Park
- Department of Psychology, Chung-Ang University, Seoul, South Korea
| | - Soohyun Cho
- Department of Psychology, Chung-Ang University, Seoul, South Korea
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Affiliation(s)
| | - Silvia A. Bunge
- Department of Psychology, University of California at Berkeley, Berkeley, CA, USA
- Helen Wills Neuroscience Institute, University of California at Berkeley, Berkeley, CA, USA
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García Perales R, Viseu F, Rocha A, Almeida AI, Almeida LS. A resolução de problemas de matemática por alunos regulares e com alta capacidade. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN 2017. [DOI: 10.17979/reipe.2017.0.01.2999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
O desempenho cognitivo e académico de alunos com altas capacidades nem sempre é entendido em termos dos processos cognoscitivos envolvidos na sua aprendizagem. Na ausência dessa análise, psicólogos e professores estão limitados na real avaliação das competências destes alunos e na implementação de práticas de ensino que atendam às suas especificidades e necessidades. Partindo desta realidade, procura-se averiguar como um grupo de alunos de Portugal e de Espanha, com idades entre os 9 e os 12 anos, resolvem problemas. A amostra foi constituída para efeitos comparativos por alunos com elevado potencial intelectual e por alunos regulares...
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Alves AF, Gomes CMA, Martins A, Almeida LDS. Cognitive performance and academic achievement: How do family and school converge? EUROPEAN JOURNAL OF EDUCATION AND PSYCHOLOGY 2017. [DOI: 10.1016/j.ejeps.2017.07.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023] Open
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Watkins MW, Styck KM. A Cross-Lagged Panel Analysis of Psychometric Intelligence and Achievement in Reading and Math. J Intell 2017; 5:E31. [PMID: 31162422 PMCID: PMC6526451 DOI: 10.3390/jintelligence5030031] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2017] [Revised: 08/09/2017] [Accepted: 08/28/2017] [Indexed: 11/16/2022] Open
Abstract
A cross-lagged panel analysis of Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) intelligence test scores and reading and math achievement test scores of 337 students twice assessed for special education eligibility across a test-retest interval of 2.85 years was conducted. General intelligence (g) was loaded by the four WISC-IV factor index scores whereas reading and math were composite scores. After confirming measurement invariance, it was found that g, reading, and math were stable across time and synchronously correlated. The cross-lagged paths from g at time 1 to reading and math at time 2 (0.26 and 0.39, respectively) were both significantly greater than zero whereas the paths from reading and math at time 1 to g at time 2 (0.03 and 0.23, respectively) were not statistically significant. Given this pattern of relationships and extant research on the correlates of general intelligence, it was tentatively inferred that general intelligence was the temporal precursor to reading and math achievement.
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Affiliation(s)
- Marley W Watkins
- Department of Educational Psychology, Baylor University, Waco, TX 76798, USA.
| | - Kara M Styck
- Department of Educational Psychology, The University of Texas at San Antonio, San Antonio, TX 78207, USA.
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Lower school performance in late chronotypes: underlying factors and mechanisms. Sci Rep 2017; 7:4385. [PMID: 28663569 PMCID: PMC5491513 DOI: 10.1038/s41598-017-04076-y] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2017] [Accepted: 05/08/2017] [Indexed: 01/21/2023] Open
Abstract
Success at school determines future career opportunities. We described a time-of-day specific disparity in school performance between early and late chronotypes. Several studies showed that students with a late chronotype and short sleep duration obtain lower grades, suggesting that early school starting times handicap their performance. How chronotype, sleep duration, and time of day impact school performance is not clear. At a Dutch high school, we collected 40,890 grades obtained in a variety of school subjects over an entire school year. We found that the strength of the effect of chronotype on grades was similar to that of absenteeism, and that late chronotypes were more often absent. The difference in grades between the earliest 20% and the latest 20% of chronotypes corresponds to a drop from the 55th to 43rd percentile of grades. In academic subjects using mainly fluid cognition (scientific subjects), the correlation with grades and chronotype was significant while subjects relying on crystallised intelligence (humanistic/linguistic) showed no correlation with chronotype. Based on these and previous results, we can expand our earlier findings concerning exam times: students with a late chronotype are at a disadvantage in exams on scientific subjects, and when they are examined early in the day.
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43
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Green CT, Bunge SA, Briones Chiongbian V, Barrow M, Ferrer E. Fluid reasoning predicts future mathematical performance among children and adolescents. J Exp Child Psychol 2017; 157:125-143. [PMID: 28152390 PMCID: PMC5298800 DOI: 10.1016/j.jecp.2016.12.005] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2016] [Revised: 12/09/2016] [Accepted: 12/15/2016] [Indexed: 11/21/2022]
Abstract
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 1.5years apart, predicted math outcomes for a group of 69 participants between ages 6 and 21years across all three assessment occasions. We used structural equation modeling (SEM) to examine the direct and indirect relations between children'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 Cattell'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.
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Affiliation(s)
- Chloe T Green
- School Psychology Program, Department of Education, University of California, Berkeley, Berkeley, CA 94720, USA.
| | - Silvia A Bunge
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA 94720, USA; Department of Psychology, University of California, Berkeley, Berkeley, CA 94720, USA
| | | | - Maia Barrow
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA 94720, USA
| | - Emilio Ferrer
- Department of Psychology, University of California, Davis, Davis, CA 95616, USA
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44
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MARTINS AA, SOARES DL, BRITO L, LEMOS GC, ALVES AF, ALMEIDA LDS. A diferenciação cognitiva na infância: um estudo de perfis cognitivos aos 5, 7 e 9 anos. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2017. [DOI: 10.1590/1982-02752017000100009] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumo No seio do debate sobre se a inteligência é mais bem definida por um fator geral ou por aptidões específicas, ganha relevância a hipótese da diferenciação cognitiva. Análises recentes enfatizam o interesse dessa questão para a investigação e alertam para a relevância das suas implicações na área educativa. Este estudo analisou a possibilidade de a diferenciação das aptidões cognitivas ocorrer já na infância e também o efeito moderador do Quociente de Inteligência na magnitude da relação entre as habilidades cognitivas. Aplicou-se uma bateria de provas que avaliam várias funções cognitivas a uma amostra de 231 crianças com 5, 7 e 9 anos, distribuídas por três grupos de desempenho cognitivo. Os resultados de uma análise de clusters hierárquica e de uma análise de variância apontam para a não diferenciação das funções cognitivas na infância. Contudo, uma análise mais cuidadosa aponta para alguma diferenciação suportada pela hete-rogeneidade dos perfis cognitivos junto dos alunos com Quociente de Inteligência elevado.
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Qazi EUH, Hussain M, Aboalsamh H, Malik AS, Amin HU, Bamatraf S. Single Trial EEG Patterns for the Prediction of Individual Differences in Fluid Intelligence. Front Hum Neurosci 2017; 10:687. [PMID: 28163676 PMCID: PMC5247439 DOI: 10.3389/fnhum.2016.00687] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2016] [Accepted: 12/23/2016] [Indexed: 12/05/2022] Open
Abstract
Assessing a person's intelligence level is required in many situations, such as career counseling and clinical applications. EEG evoked potentials in oddball task and fluid intelligence score are correlated because both reflect the cognitive processing and attention. A system for prediction of an individual's fluid intelligence level using single trial Electroencephalography (EEG) signals has been proposed. For this purpose, we employed 2D and 3D contents and 34 subjects each for 2D and 3D, which were divided into low-ability (LA) and high-ability (HA) groups using Raven's Advanced Progressive Matrices (RAPM) test. Using visual oddball cognitive task, neural activity of each group was measured and analyzed over three midline electrodes (Fz, Cz, and Pz). To predict whether an individual belongs to LA or HA group, features were extracted using wavelet decomposition of EEG signals recorded in visual oddball task and support vector machine (SVM) was used as a classifier. Two different types of Haar wavelet transform based features have been extracted from the band (0.3 to 30 Hz) of EEG signals. Statistical wavelet features and wavelet coefficient features from the frequency bands 0.0–1.875 Hz (delta low) and 1.875–3.75 Hz (delta high), resulted in the 100 and 98% prediction accuracies, respectively, both for 2D and 3D contents. The analysis of these frequency bands showed clear difference between LA and HA groups. Further, discriminative values of the features have been validated using statistical significance tests and inter-class and intra-class variation analysis. Also, statistical test showed that there was no effect of 2D and 3D content on the assessment of fluid intelligence level. Comparisons with state-of-the-art techniques showed the superiority of the proposed system.
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Affiliation(s)
- Emad-Ul-Haq Qazi
- Visual Computing Lab, Department of Computer Science, College of Computer and Information Sciences, King Saud University Riyadh, Saudi Arabia
| | - Muhammad Hussain
- Visual Computing Lab, Department of Computer Science, College of Computer and Information Sciences, King Saud University Riyadh, Saudi Arabia
| | - Hatim Aboalsamh
- Visual Computing Lab, Department of Computer Science, College of Computer and Information Sciences, King Saud University Riyadh, Saudi Arabia
| | - Aamir Saeed Malik
- Centre for Intelligent Signal and Imaging Research (CISIR), Department of Electrical and Electronic Engineering, Universiti Teknologi PETRONAS Seri Iskandar, Malaysia
| | - Hafeez Ullah Amin
- Centre for Intelligent Signal and Imaging Research (CISIR), Department of Electrical and Electronic Engineering, Universiti Teknologi PETRONAS Seri Iskandar, Malaysia
| | - Saeed Bamatraf
- Visual Computing Lab, Department of Computer Science, College of Computer and Information Sciences, King Saud University Riyadh, Saudi Arabia
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Blums A, Belsky J, Grimm K, Chen Z. Building Links Between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement. JOURNAL OF COGNITION AND DEVELOPMENT 2016. [DOI: 10.1080/15248372.2016.1228652] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Arán Filippetti V, Richaud MC. A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems. Child Neuropsychol 2016; 23:864-888. [DOI: 10.1080/09297049.2016.1199665] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Nemmi F, Helander E, Helenius O, Almeida R, Hassler M, Räsänen P, Klingberg T. Behavior and neuroimaging at baseline predict individual response to combined mathematical and working memory training in children. Dev Cogn Neurosci 2016; 20:43-51. [PMID: 27399278 PMCID: PMC6987694 DOI: 10.1016/j.dcn.2016.06.004] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2016] [Revised: 06/28/2016] [Accepted: 06/28/2016] [Indexed: 01/06/2023] Open
Abstract
Mathematical performance is highly correlated with several general cognitive abilities, including working memory (WM) capacity. Here we investigated the effect of numerical training using a number-line (NLT), WM training (WMT), or the combination of the two on a composite score of mathematical ability. The aim was to investigate if the combination contributed to the outcome, and determine if baseline performance or neuroimaging predict the magnitude of improvement. We randomly assigned 308, 6-year-old children to WMT, NLT, WMT + NLT or a control intervention. Overall, there was a significant effect of NLT but not WMT. The WMT + NLT was the only group that improved significantly more than the controls, although the interaction NLTxWM was non-significant. Higher WM and maths performance predicted larger benefits for WMT and NLT, respectively. Neuroimaging at baseline also contributed significant information about training gain. Different individuals showed as much as a three-fold difference in their responses to the same intervention. These results show that the impact of an intervention is highly dependent on individual characteristics of the child. If differences in responses could be used to optimize the intervention for each child, future interventions could be substantially more effective.
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Affiliation(s)
- Federico Nemmi
- Department of Neuroscience, Karolinska Institutet, Retzius Väg 8, 17177 Stockholm, Sweden
| | - Elin Helander
- Department of Neuroscience, Karolinska Institutet, Retzius Väg 8, 17177 Stockholm, Sweden
| | - Ola Helenius
- National Centre for Mathematics Education, University of Gothenburg, Box 160, 40530 Gothenburg, Sweden
| | - Rita Almeida
- Department of Neuroscience, Karolinska Institutet, Retzius Väg 8, 17177 Stockholm, Sweden
| | - Martin Hassler
- Department of Psychology, Uppsala University, Uppsala, Box 1225, 75142, Sweden
| | - Pekka Räsänen
- Niilo Mäki Institute, Jyväskylä, Asemakatu 4, 40100, Finland
| | - Torkel Klingberg
- Department of Neuroscience, Karolinska Institutet, Retzius Väg 8, 17177 Stockholm, Sweden.
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Van Biesen D, Mactavish J, McCulloch K, Lenaerts L, Vanlandewijck YC. Cognitive profile of young well-trained athletes with intellectual disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 53-54:377-390. [PMID: 26999766 DOI: 10.1016/j.ridd.2016.03.004] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2015] [Revised: 02/24/2016] [Accepted: 03/08/2016] [Indexed: 06/05/2023]
Abstract
BACKGROUND Previous research has shown that cognitive and motor skills are related. The precise impact of cognitive impairment on sport proficiency, however, is unknown. AIMS This study investigated group and individual differences in cognitive profiles in a large cohort of track and field athletes, basketball players, swimmers and table tennis players with (N=468) and without (N=162) intellectual disabilities (ID). METHODS AND PROCEDURES Based on the Cattell-Horn-Carroll Theory of Cognitive abilities, eight subtests were selected for inclusion in a generic cognitive test (GCT) to assess executive functions and cognitive abilities relevant to sport, i.e., fluid reasoning, visual processing, reaction and decision speed, short-term memory and processing speed. OUTCOMES AND RESULTS Reliability coefficients for the subtests ranged between 0.25 and 0.88 respectively. Factor analysis revealed two clusters of subtests, i.e., a speed-based factor (simple and complex reaction time and simple and complex visual search) and a performance-based factor (Corsi Memory, Tower of London, WASI Block Design and Matrix Reasoning). After controlling for psychomotor speed, the group of ID-athletes scored significantly lower than athletes without ID on all the GCT subtests, except the complex visual search test. When cognitive profiles of individual ID- athletes were examined, some obtained higher scores than the average norm values in the reference population. CONCLUSIONS AND IMPLICATIONS The GCT is currently administered as part of the classification process for athletes with ID who compete in the Paralympic Games. The results of this study indicate that the complex visual search and Tower of London test in the GCT should be reconsidered.
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Affiliation(s)
- Debbie Van Biesen
- KU Leuven, Faculty of Kinesiology and Rehabilitation Sciences, Department of Rehabilitation Sciences, Belgium.
| | | | - Katina McCulloch
- KU Leuven, Faculty of Kinesiology and Rehabilitation Sciences, Department of Rehabilitation Sciences, Belgium
| | - Laetitia Lenaerts
- KU Leuven, Faculty of Kinesiology and Rehabilitation Sciences, Department of Rehabilitation Sciences, Belgium
| | - Yves C Vanlandewijck
- KU Leuven, Faculty of Kinesiology and Rehabilitation Sciences, Department of Rehabilitation Sciences, Belgium
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50
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Martins AA, Alves AF, Almeida LS. The factorial structure of cognitive abilities in childhood. EUROPEAN JOURNAL OF EDUCATION AND PSYCHOLOGY 2016. [DOI: 10.1016/j.ejeps.2015.11.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
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