Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence
Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, inte...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-09-01
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| Series: | Journal of Intelligence |
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| Online Access: | https://www.mdpi.com/2079-3200/10/3/70 |
| _version_ | 1797486449903271936 |
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| author | Antje Ehlert Nadine Poltz Sabine Quandte Juliane Kohn Karin Kucian Michael Von Aster Günter Esser |
| author_facet | Antje Ehlert Nadine Poltz Sabine Quandte Juliane Kohn Karin Kucian Michael Von Aster Günter Esser |
| author_sort | Antje Ehlert |
| collection | DOAJ |
| description | Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed. |
| first_indexed | 2024-03-09T23:33:25Z |
| format | Article |
| id | doaj.art-ae825bdeaaf84d0f99f1f251f44e0038 |
| institution | Directory Open Access Journal |
| issn | 2079-3200 |
| language | English |
| last_indexed | 2024-03-09T23:33:25Z |
| publishDate | 2022-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Journal of Intelligence |
| spelling | doaj.art-ae825bdeaaf84d0f99f1f251f44e00382023-11-23T17:05:26ZengMDPI AGJournal of Intelligence2079-32002022-09-011037010.3390/jintelligence10030070Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for IntelligenceAntje Ehlert0Nadine Poltz1Sabine Quandte2Juliane Kohn3Karin Kucian4Michael Von Aster5Günter Esser6Department of Inclusive Education, University of Potsdam, 14476 Potsdam, GermanyDepartment of Inclusive Education, University of Potsdam, 14476 Potsdam, GermanyAcademy of Psychotherapy and Intervention Research Potsdam, 14467 Potsdam, GermanyAcademy of Psychotherapy and Intervention Research Potsdam, 14467 Potsdam, GermanyCenter for MR-Research, University Children’s Hospital, 8032 Zurich, SwitzerlandCenter for Special Educational and Psychological Needs, DRK Kliniken Berlin Westend, 14050 Berlin, GermanyAcademy of Psychotherapy and Intervention Research Potsdam, 14467 Potsdam, GermanyIntelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed.https://www.mdpi.com/2079-3200/10/3/70intellectual abilityintelligencepre-schoolmathematical precursormathematical developmentschool mathematics |
| spellingShingle | Antje Ehlert Nadine Poltz Sabine Quandte Juliane Kohn Karin Kucian Michael Von Aster Günter Esser Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence Journal of Intelligence intellectual ability intelligence pre-school mathematical precursor mathematical development school mathematics |
| title | Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence |
| title_full | Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence |
| title_fullStr | Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence |
| title_full_unstemmed | Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence |
| title_short | Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence |
| title_sort | taking a closer look the relationship between pre school domain general cognition and school mathematics achievement when controlling for intelligence |
| topic | intellectual ability intelligence pre-school mathematical precursor mathematical development school mathematics |
| url | https://www.mdpi.com/2079-3200/10/3/70 |
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