1
|
Cheng D, Shi K, Wang N, Miao X, Zhou X. Examining the Differential Role of General and Specific Processing Speed in Predicting Mathematical Achievement in Junior High School. J Intell 2021; 10:1. [PMID: 35076556 PMCID: PMC8788420 DOI: 10.3390/jintelligence10010001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 12/13/2021] [Accepted: 12/16/2021] [Indexed: 12/03/2022] Open
Abstract
Processing speed is divided into general (including perceptual speed and decision speed) and specific processing speed (including reading fluency and arithmetic fluency). Despite several study findings reporting the association between processing speed and children's mathematical achievement, it is still unclear whether general or specific processing speed differentially predicts mathematical achievement. The current study aimed to examine the role of general and specific processing speed in predicting mathematical achievements of junior high school students. Cognitive testing was performed in 212 junior school students at the beginning of the 7th grade year, along with assessment of general and specific processing speed. Relevant academic achievement scores were also recorded at the end of the 7th and 9th grade years. Hierarchical regression analyses showed that specific processing speed made a significant unique contribution in mathematical achievement by the end of the 7th grade and could significantly predict mathematical achievements in the high school entrance examinations by end of the 9th grade after controlling for age, gender, and general cognitive abilities. However, general processing speed could not predict mathematical achievements. Moreover, specific processing speed could significantly predict all academic achievements for both the 7th and 9th grade. These results demonstrated that specific processing speed, rather than general processing speed, was able to predict mathematical achievement and made a generalised contribution to all academic achievements in junior school. These findings suggest that specific processing speed could be a reflection of academic fluency and is therefore critical for long-term academic development.
Collapse
Affiliation(s)
- Dazhi Cheng
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China; (D.C.); (K.S.); (X.M.)
- Lab for Educational Neuroscience, Center for Educational Science and Technology, Faculty of Education, Beijing Normal University, Beijing 100875, China;
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China
- Department of Pediatric Neurology, Capital Institute of Pediatrics, Beijing 100020, China
| | - Kaihui Shi
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China; (D.C.); (K.S.); (X.M.)
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China
| | - Naiyi Wang
- Lab for Educational Neuroscience, Center for Educational Science and Technology, Faculty of Education, Beijing Normal University, Beijing 100875, China;
| | - Xinyang Miao
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China; (D.C.); (K.S.); (X.M.)
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China
- Department of Pediatric Neurology, Capital Institute of Pediatrics, Beijing 100020, China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China; (D.C.); (K.S.); (X.M.)
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China
| |
Collapse
|
2
|
Malykh S, Kuzmina Y, Tikhomirova T. Developmental Changes in ANS Precision Across Grades 1-9: Different Patterns of Accuracy and Reaction Time. Front Psychol 2021; 12:589305. [PMID: 33841232 PMCID: PMC8024480 DOI: 10.3389/fpsyg.2021.589305] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Accepted: 03/03/2021] [Indexed: 01/29/2023] Open
Abstract
The main aim of this study was to analyze the patterns of changes in Approximate Number Sense (ANS) precision from grade 1 (mean age: 7.84 years) to grade 9 (mean age: 15.82 years) in a sample of Russian schoolchildren. To fulfill this aim, the data from a longitudinal study of two cohorts of children were used. The first cohort was assessed at grades 1-5 (elementary school education plus the first year of secondary education), and the second cohort was assessed at grades 5-9 (secondary school education). ANS precision was assessed by accuracy and reaction time (RT) in a non-symbolic comparison test ("blue-yellow dots" test). The patterns of change were estimated via mixed-effect growth models. The results revealed that in the first cohort, the average accuracy increased from grade 1 to grade 5 following a non-linear pattern and that the rate of growth slowed after grade 3 (7-9 years old). The non-linear pattern of changes in the second cohort indicated that accuracy started to increase from grade 7 to grade 9 (13-15 years old), while there were no changes from grade 5 to grade 7. However, the RT in the non-symbolic comparison test decreased evenly from grade 1 to grade 7 (7-13 years old), and the rate of processing non-symbolic information tended to stabilize from grade 7 to grade 9. Moreover, the changes in the rate of processing non-symbolic information were not explained by the changes in general processing speed. The results also demonstrated that accuracy and RT were positively correlated across all grades. These results indicate that accuracy and the rate of non-symbolic processing reflect two different processes, namely, the maturation and development of a non-symbolic representation system.
Collapse
Affiliation(s)
- Sergey Malykh
- Department of Psychology, Lomonosov Moscow State University, Moscow, Russia.,Psychological Institute of Russian Academy of Education, Moscow, Russia
| | - Yulia Kuzmina
- Psychological Institute of Russian Academy of Education, Moscow, Russia
| | - Tatiana Tikhomirova
- Department of Psychology, Lomonosov Moscow State University, Moscow, Russia.,Psychological Institute of Russian Academy of Education, Moscow, Russia
| |
Collapse
|