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dc.contributor.authorCaviola, Saraen
dc.contributor.authorColling, Lincoln Jen
dc.contributor.authorMammarella, Irene Cen
dc.contributor.authorSzűcs, Dénesen
dc.date.accessioned2020-03-17T00:30:43Z
dc.date.available2020-03-17T00:30:43Z
dc.date.issued2020-11en
dc.identifier.issn1363-755X
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/303516
dc.description.abstractWe determined the relative importance of the so-called approximate number system, symbolic number comparison and verbal and spatial short-term and working memory capacity for mathematics achievement in 1254 Grade 2, 4 and 6 children. The large sample size assured high power and low false report probability and allowed us to determine effect sizes precisely. We used reading decoding as a control outcome measure to test whether findings were specific to mathematics. Bayesian analysis allowed us to provide support for both null and alternative hypotheses. We found very weak zero-order correlations between approximate number system (ANS) measures and math achievement. These correlations were not specific to mathematics, became non-significant once intelligence was considered, and ANS measures were not selected as predictors of math by regression models. In contrast, overall symbolic number comparison accuracy and spatial working memory measures were reliable and mostly specific predictors of math achievement. Verbal short-term and working memory and symbolic number comparison reaction time were predictors of both reading and math achievement. We conclude that ANS tasks are not suitable as measures of math development in school-age populations. In contrast, all other cognitive functions we studied are promising markers of mathematics development.
dc.format.mediumPrint-Electronicen
dc.languageengen
dc.publisherWiley-Blackwell
dc.rightsAll rights reserved
dc.subjectHumansen
dc.subjectBayes Theoremen
dc.subjectAchievementen
dc.subjectMemory, Short-Termen
dc.subjectMathematicsen
dc.subjectSchoolsen
dc.subjectChilden
dc.titlePredictors of mathematics in primary school: Magnitude comparison, verbal and spatial working memory measures.en
dc.typeArticle
prism.issueIdentifier6en
prism.publicationDate2020en
prism.publicationNameDevelopmental scienceen
prism.startingPagee12957
prism.volume23en
dc.identifier.doi10.17863/CAM.50593
dcterms.dateAccepted2020-02-10en
rioxxterms.versionofrecord10.1111/desc.12957en
rioxxterms.versionAM
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2020-11en
dc.contributor.orcidCaviola, Sara [0000-0002-4556-3179]
dc.contributor.orcidMammarella, Irene C [0000-0002-6986-4793]
dc.identifier.eissn1467-7687
rioxxterms.typeJournal Article/Reviewen
pubs.funder-project-idJames S McDonnell Foundation (220020370)
cam.orpheus.successTue Mar 31 10:35:11 BST 2020 - Embargo updated*
rioxxterms.freetoread.startdate2021-02-28


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