Literature DB >> 21966180

The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study.

Pamela M Seethaler1, Lynn S Fuchs, Jon R Star, Joan Bryant.   

Abstract

The purpose of the present study was to explore the 3(rd)-grade cognitive predictors of 5th-grade computational skill with rational numbers and how those are similar to and different from the cognitive predictors of whole-number computational skill. Students (n = 688) were assessed on incoming whole-number calculation skill, language, nonverbal reasoning, concept formation, processing speed, and working memory in the fall of 3(rd) grade. Students were followed longitudinally and assessed on calculation skill with whole numbers and with rational numbers in the spring of 5(th) grade. The unique predictors of skill with whole-number computation were incoming whole-number calculation skill, nonverbal reasoning, concept formation, and working memory (numerical executive control). In addition to these cognitive abilities, language emerged as a unique predictor of rational-number computational skill.

Entities:  

Year:  2011        PMID： 21966180      PMCID： PMC3182094          DOI： 10.1016/j.lindif.2011.05.002

Source DB:  PubMed          Journal:  Learn Individ Differ        ISSN： 1041-6080


  22 in total

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Authors:  Lynn S Fuchs; David C Geary; Donald L Compton; Douglas Fuchs; Carol L Hamlett; Pamela M Seethaler; Joan D Bryant; Christopher Schatschneider
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9.  Numerical representations in primates.

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  10 in total

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7.  The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding.

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8.  Predicting adaptive expertise with rational number arithmetic.

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9.  How Cognitive Strengths Compensate Weaknesses Related to Specific Learning Difficulties in Fourth-Grade Children.

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10.  Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?

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  10 in total

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