Effects of general and broad cognitive abilities on mathematics achievement.

Taub, Gordon E.; Keith, Timothy Z.; Floyd, Randy G.; McGrew, Kevin S.

doi:10.1037/1045-3830.23.2.187

Cited by 169 publications

(144 citation statements)

References 41 publications

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“…Our results are in line with other studies that show the major role of non-verbal intelligence in academic performance for various subjects [1,15]. Moreover, intelligence plays a central role in the relationship between cognitive functions and academic performance [2].…”

Section: Regression Analysessupporting

confidence: 83%

The relationship between non-verbal intelligence and mathematical achievement in high school students

et al. 2016

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Abstract. The current study focuses on the relationship between non-verbal intelligence and math performance at school measured with a number of methods such as teachers' evaluation, computerized math tasks and standardized state exams for high school students. The study involved 174 high school students in the last obligatory year of formal education at school in Russia (mean age = 15.77 years, SD = 0.47, 44.8% males) from secondary public school in the Moscow region. It was shown that non-verbal intelligence is a significant predictor of different measures of math performance at high school age. At the same time, we found that the contribution of non-verbal intelligence varies for different measures of math performance: from high values for of the Basic State Exam in Math scores to lower values for teachers' quarterly ratings. Correlation between math performance measured by teachers' ratings, computerized math tasks and standardized state exams was found to be moderate. It is possible that different types and configurations of math tasks require different types of cognitive, motivational and emotional resources at high school age.

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Section: Regression Analysessupporting

confidence: 83%

The relationship between non-verbal intelligence and mathematical achievement in high school students

et al. 2016

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“…There is strong evidence for a more general correlation between these skills. Several studies involving broad batteries of cognitive ability found relational reasoning to be strongly correlated with mathematics performance, above effects of other cognitive factors [17], and across various age ranges [18,19]. These data are strengthened by recent longitudinal analyses that indicate a developmental link between reasoning skills and math achievement.…”

Section: Evidence Of Correlation Between Reasoning and Mathematicssupporting

confidence: 54%

Neurodevelopment of relational reasoning: Implications for mathematical pedagogy

Singley

Bunge

2014

Trends in Neuroscience and Education

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a b s t r a c tReasoning ability supports the development of mathematics proficiency, as demonstrated by correlational and longitudinal evidence, and yet this skill is not emphasized in traditional elementary mathematics curricula. We propose that targeting reasoning skills from elementary school onward could help more students succeed in advanced mathematics courses. Here, we review the links between reasoning and mathematics, discuss the neural basis and development of reasoning ability, and identify promising school curricula.

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“…Second, the interactions of complex medication routines and strict dialysis cycles may decrease attentional control, working memory, and executive function, cognitive domains that are important to children's ability to acquire, understand, and retain information in social and educational environments (37,39,40). In particular, lower mathematic scores may be attributed to the reduced overall neurocognitive function of children with CKD, with fluid reasoning and processing speed having direct and indirect effects on mathematic ability (41,42). Studies examining the relationship between intelligence (full-scale IQ) and academic performance reported a moderate and statistically significant correlation moderated by factors, such as attendance, motivation, home and school environments, and cultural demographics (3,43).…”

Section: Discussionmentioning

confidence: 99%

Neurocognitive and Educational Outcomes in Children and Adolescents with CKD

Chen¹,

Didsbury²,

Zwieten³

et al. 2018

CJASN

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Background and objectives Poor cognition can affect educational attainment, but the extent of neurocognitive impairment in children with CKD is not well understood. This systematic review assessed global and domainspecific cognition and academic skills in children with CKD and whether these outcomes varied with CKD stage.Design, setting, participants, & measurements Electronic databases were searched for observational studies of children with CKD ages 21 years old or younger that assessed neurocognitive or educational outcomes. Risk of bias was assessed using a modified Newcastle-Ottawa scale. We used random effects models and expressed the estimates as mean differences with 95% confidence intervals stratified by CKD stage.Results Thirty-four studies (25 cross-sectional, n=2095; nine cohort, n=991) were included. The overall risk of bias was high because of selection and measurement biases. The global cognition (full-scale intelligence quotient) of children with CKD was classified as low average. Compared with the general population, the mean differences (95% confidence intervals) in full-scale intelligence quotient were 210.5 (95% confidence interval, 213.2 to 27.72; all CKD stages, n=758), 29.39 (95% confidence interval, 212.6 to 26.18; mild to moderate stage CKD, n=582), 216.2 (95% confidence interval, 233.2 to 0.86; dialysis, n=23), and 211.2 (95% confidence interval, 217.8 to 24.50; transplant, n=153). Direct comparisons showed that children with mild to moderate stage CKD and kidney transplants scored 11.2 (95% confidence interval, 2.98 to 19.4) and 10.1 (95% confidence interval, 21.81 to 22.0) fullscale intelligence quotient points higher than children on dialysis. Children with CKD also had lower scores than the general population in executive function and memory (verbal and visual) domains. Compared with children without CKD, the mean differences in academic skills (n=518) ranged from 215.7 to 21.22 for mathematics, from 29.04 to 20.17 for reading, and from 214.2 to 2.53 for spelling.Conclusions Children with CKD may have low-average cognition compared with the general population, with mild deficits observed across academic skills, executive function, and visual and verbal memory. Limited evidence suggests that children on dialysis may be at greatest risk compared with children with mild to moderate stage CKD and transplant recipients.

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Effects of general and broad cognitive abilities on mathematics achievement.

Cited by 169 publications

References 41 publications

The relationship between non-verbal intelligence and mathematical achievement in high school students

The relationship between non-verbal intelligence and mathematical achievement in high school students

Neurodevelopment of relational reasoning: Implications for mathematical pedagogy

Neurocognitive and Educational Outcomes in Children and Adolescents with CKD

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