Pathways to arithmetic fact retrieval and percentage calculation in adolescents

Examining the Differential Role of General and Specific Processing Speed in Predicting Mathematical Achievement in Junior High School

Processing speed is divided into general (including perceptual speed and decision speed) and specific processing speed (including reading fluency and arithmetic fluency). Despite several study findings reporting the association between processing speed and children's mathematical achievement, it is still unclear whether general or specific processing speed differentially predicts mathematical achievement. The current study aimed to examine the role of general and specific processing speed in predicting mathematical achievements of junior high school students. Cognitive testing was performed in 212 junior school students at the beginning of the 7th grade year, along with assessment of general and specific processing speed. Relevant academic achievement scores were also recorded at the end of the 7th and 9th grade years. Hierarchical regression analyses showed that specific processing speed made a significant unique contribution in mathematical achievement by the end of the 7th grade and could significantly predict mathematical achievements in the high school entrance examinations by end of the 9th grade after controlling for age, gender, and general cognitive abilities. However, general processing speed could not predict mathematical achievements. Moreover, specific processing speed could significantly predict all academic achievements for both the 7th and 9th grade. These results demonstrated that specific processing speed, rather than general processing speed, was able to predict mathematical achievement and made a generalised contribution to all academic achievements in junior school. These findings suggest that specific processing speed could be a reflection of academic fluency and is therefore critical for long-term academic development.

Time Reading in Middle and Secondary School Students: The Influence of Basic-Numerical Abilities

Time reading skills are central for the management of personal and professional life. However, little is known about the differential influence of basic numerical abilities on analog and digital time reading in general and in middle and secondary school students in particular. The present study investigated the influence of basic numerical skills separately for analog and digital time reading in N = 709 students from 5th to 8th grade. The present findings suggest that the development of time reading skills is not completed by the end of primary school. Results indicated that aspects of magnitude manipulation and arithmetic fact knowledge predicted analog time reading significantly over and above the influence of age. Furthermore, results showed that spatial representations of number magnitude, magnitude manipulation, arithmetic fact knowledge, and conceptual knowledge were significant predictors of digital time reading beyond general cognitive ability and sex. To the best of our knowledge, the present study is the first to show differential effects of basic numerical abilities on analog and digital time reading skills in middle and secondary school students. As time readings skills are crucial for everyday life, these results are highly relevant to better understand basic numerical processes underlying time reading.

Development of early domain-specific and domain-general cognitive precursors of high and low math achievers in grade 6

This study investigated from a longitudinal retrospective perspective what characterizes and predicts 6th graders (M_age = 12.95, SD = 0.27) with low (LMA) or high (HMA) math achievement concerning the development of early domain-specific and domain-general cognitive abilities. They were examined and compared to average achievers (n = 88) at four-time points from kindergarten (M_age = 6.58, SD = 0.36) to third grade (M_age = 9.53, SD = 0.33). The LMA (n = 27) or HMA (n = 41) children exhibited persistent multi-weakness and multi-strength profiles, respectively, present already prior to formal schooling. The cognitive profiles of the two groups, and their development, were mostly qualitatively similar, but there were also important qualitative differences. Logistic regression analyzes showed that superior verbal arithmetic, logical reasoning, and executive functions are vital for developing superior mathematical skills while inferior verbal arithmetic, logical reasoning, and spatial processing ability constitute unique potential risk factors for low mathematical skills.

Logical Reasoning, Spatial Processing, and Verbal Working Memory: Longitudinal Predictors of Physics Achievement at Age 12-13 Years

To date, few studies have tried to pinpoint the mechanisms supporting children’s skills in science. This study investigated to what extent logical reasoning, spatial processing, and working memory, tapped at age 9–10 years, are predictive of physics skills at age 12–13 years. The study used a sample of 81 children (37 girls). Measures of arithmetic calculation and reading comprehension were also included in the study. The multiple regression model accounted for 24% of the variation in physics achievement. The model showed that spatial processing (4.6%) and verbal working memory (4.5%) accounted for a similar amount of unique variance, while logical reasoning accounted for 5.7% variance. The measures of arithmetic calculation and reading comprehension did not account for any unique variance. Nine percent of the accounted variance was shared variance. The results demonstrate that physics is a multivariate discipline that draws upon numerous cognitive resources. Logical reasoning ability is a key component in order for children to learn about abstract physics facts, concepts, theories, and applying complex scientific methods. Spatial processing is important as it may sub-serve the assembly of diverse sources of visual-spatial information into a spatial-schematic image. The working memory system provides a flexible and efficient mental workspace that can supervise, coordinate, and execute processes involved in physics problem-solving.