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dc.contributor.author
Arán Filippetti, Vanessa
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dc.contributor.author
Richaud, Maria Cristina
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dc.date.available
2018-04-05T14:08:43Z
dc.date.issued
2016-07
dc.identifier.citation
Arán Filippetti, Vanessa; Richaud, Maria Cristina; A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems; Psychology Press; Child Neuropsychology; 23; 7; 7-2016; 864-888
dc.identifier.issn
0929-7049
dc.identifier.uri
http://hdl.handle.net/11336/40827
dc.description.abstract
Though the relationship between executive functions (EFs) andmathematical skills has been well documented, little is knownabout how both EFs and IQ differentially support diverse mathdomains in primary students. Inconsistency of results may be dueto the statistical techniques employed, specifically, if the analysis isconducted with observed variables, i.e., regression analysis, or atthe latent level, i.e., structural equation modeling (SEM). The currentstudy explores the contribution of both EFs and IQ in mathematicsthrough an SEM approach. A total of 118 8- to 12-year-oldswere administered measures of EFs, crystallized (Gc) and fluid (Gf)intelligence, and math abilities (i.e., number production, mentalcalculus and arithmetical problem-solving). Confirmatory factoranalysis (CFA) offered support for the three-factor solution ofEFs: (1) working memory (WM), (2) shifting, and (3) inhibition.Regarding the relationship among EFs, IQ and math abilities, theresults of the SEM analysis showed that (i) WM and age predictnumber production and mental calculus, and (ii) shifting and sexpredict arithmetical problem-solving. In all of the SEM models, EFspartially or totally mediated the relationship between IQ, age andmath achievement. These results suggest that EFs differentiallysupports math abilities in primary-school children and is a moresignificant predictor of math achievement than IQ level
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Psychology Press
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dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
Executive Functions
dc.subject
Intelligence
dc.subject
Mathematics
dc.subject
Structural Equation Modeling
dc.subject
Child Neuropsychology
dc.subject.classification
Psicología
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dc.subject.classification
Psicología
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dc.subject.classification
CIENCIAS SOCIALES
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dc.title
A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2018-03-12T18:12:46Z
dc.journal.volume
23
dc.journal.number
7
dc.journal.pagination
864-888
dc.journal.pais
Reino Unido
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dc.journal.ciudad
Berlin
dc.description.fil
Fil: Arán Filippetti, Vanessa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
dc.description.fil
Fil: Richaud, Maria Cristina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
dc.journal.title
Child Neuropsychology
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dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1080/09297049.2016.1199665
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/full/10.1080/09297049.2016.1199665
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