Relations between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Mathematics Achievement across the School-Age Years

Autor/inn/en	Floyd, Randy G.; Evans, Jeffrey J.; McGrew, Kevin S.
Titel	Relations between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Mathematics Achievement across the School-Age Years
Quelle	In: Psychology in the Schools, 40 (2003) 2, S.155-171 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.10083
Schlagwörter	Computation; Cognitive Ability; Short Term Memory; Mathematics Achievement; Measures (Individuals); Statistical Analysis; Cognitive Processes; Spatial Ability; Elementary Secondary Education; Mathematics Skills; Thinking Skills; Children; Adolescents; Prediction + Suchen Sie Ihr Suchwort? Denkfähigkeit; Kurzzeitgedächtnis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Messdaten; Statistische Analyse; Cognitive process; Kognitiver Prozess; Räumliches Vorstellungsvermögen; Mathematics ability; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Vorhersage
Abstract	Cognitive clusters from the Woodcock-Johnson III (WJ III) Tests of Cognitive Abilities that measure select Cattell-Horn-Carroll broad and narrow cognitive abilities were shown to be significantly related to mathematics achievement in a large, nationally representative sample of children and adolescents. Multiple regression analyses were used to predict performance on the Math Calculation Skills and Math Reasoning clusters from the WJ III Tests of Achievement for 14 age groups ranging in age from 6 to 19 years. Comprehension-Knowledge (Gc) demonstrated moderate relations with Math Calculation Skills after the early school-age years and moderate to strong relations with Math Reasoning. Fluid Reasoning (Gf), Short-term Memory (Gsm), and Working Memory generally demonstrated moderate relations with the mathematics clusters. Processing Speed (Gs) demonstrated moderate relations with Math Reasoning during the elementary school years and moderate to strong relations with Math Calculation Skills. During the earliest ages of the analysis, Long-term Retrieval (Glr) demonstrated moderate relations with the mathematics clusters, and Auditory Processing (Ga) demonstrated moderate relations with Math Calculation Skills. Visual-Spatial Thinking (Gv) generally demonstrated nonsignificant relations with the mathematics clusters. (Contains 4 footnotes, 3 tables, and 4 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10