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Cited by 264Cognitive and developmental aspects of mathematical skillsCognitive Abilities and TestingMathematics Education and Pedagogy

The DOI matches its Crossref record; 98 of the 99 references it cites were found in a registry or an index.

Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?

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Fuchs, Lynn S., Geary, David C., Compton, Donald L., Fuchs, Douglas, Hamlett, Carol L., Seethaler, Pamela M., Bryant, Joan D., Schatschneider, Christopher·2010·Developmental Psychology
DOI 10.1037/a0020662PMC PMC2976828
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Abstract

The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Development was indexed by latent change scores, and the interplay between numerical and domain-general abilities was analyzed by multiple regression. Results suggest that the development of different types of formal school mathematics depends on different constellations of numerical versus general cognitive abilities. When controlling for 8 domain-general abilities, both aspects of basic numerical cognition were uniquely predictive of procedural calculations and word problems development. Yet, for procedural calculations development, the additional amount of variance explained by the set of domain-general abilities was not significant, and only counting span was uniquely predictive. By contrast, for word problems development, the set of domain-general abilities did provide additional explanatory value, accounting for about the same amount of variance as the basic numerical cognition variables. Language, attentive behavior, nonverbal problem solving, and listening span were uniquely predictive.

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  1. Baddeley AD 1986 Working memory Oxford Oxford University Press
  2. Halberda J Mazzoco MMM Feigenson L 2008 Individual differences in non-verbal number acuity correlate with maths achievement Nature 445 665 668 18776888

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Metadata

Authors
Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C. L., Seethaler, P. M., Bryant, J. D., & Schatschneider, C.
Affiliations
  • Vanderbilt University (US)
  • University of Missouri (US)
  • Florida State University (US)
ORCID
Venue
Developmental Psychology
Publisher
American Psychological Association (APA)
Published
2010
Volume
46
Issue
6
Pages
1731-1746
ISSN
  • 0012-1649 (ISSN-L)
  • 1939-0599
DOI
10.1037/a0020662
PMC
PMC2976828
OpenAlex
W2073673049
Cited by
263
References
99
Citations by year
2026: 8 · 2025: 15 · 2024: 18 · 2023: 19 · 2022: 10 · 2021: 10 · 2020: 13 · 2019: 22 · 2018: 20 · 2017: 23 · 2016: 32 · 2015: 18 · 2014: 15 · 2013: 18 · 2012: 15
FWCI
11.19
Type
journal article
Language
en
Open access
Locations
  • Developmental Psychology (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01 HD053714; R37 HD045914; HD15052)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
  • Social Sciences › Education › Mathematics Education and Pedagogy
Keywords
numerical cognition, domain-general abilities, working memory, listening span, word problem solving, first grade students, early arithmetic, language
MeSH terms
Achievement, Aptitude, Attention, Child, Child Development, Child, Preschool, Cognition, Female, Generalization, Psychological, Humans, Individuality, Language Development, Male, Mathematics, Memory, Short-Term, Problem Solving, Prospective Studies, Models, Educational, Comprehension

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