Cognitive abilities as precursors of the early acquisition of mathematical skills during first through second grades.

摘要: The present longitudinal study was designed to investigate precursors of mathematics achievement in children. A total 72 children were tested at both the beginning and end first second grades on measures following cognitive abilities: phonology, counting skills, short-term memory, working verbal performance IQ. Path analysis models revealed differences variables predicting skills graders. Specifically, graders memory mediated role IQ skills. Also, there a direct relationship between grade. In contrast, model, measured predicted achievement, whereas disappeared. conclusion, results demonstrated that learning is not by phonology or plausible mediator primary school age