Lynn S. Fuchs|Donald L. Compton|Douglas Fuchs|Sarah R. Powell|Robin F. Schumacher|Carol L. Hamlett|Emily Vernier|Jessica M. Namkung|Rose K. Vukovic
Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge.
Lynn University|Vanderbilt University
purpose study investigate contributions domaingeneral cognitive resources different forms arithmetic development individual differences prealgebraic knowledge children n 279 mean age 759 years assessed 7 domaingeneral cognitive resources well arithmetic calculations word problems start 2nd grade calculations word problems prealgebraic knowledge end 3rd grade multilevel path analysis controlling instructional effects associated sequence classrooms students nested across grades 23 indicated arithmetic calculations word problems foundational prealgebraic knowledge also results revealed direct contributions nonverbal reasoning oral language prealgebraic knowledge beyond indirect effects mediated via arithmetic calculations word problems contrast attentive behavior phonological processing processing speed contributed prealgebraic knowledge indirectly via arithmetic calculations word problems