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. 2017 May:157:125-143.
doi: 10.1016/j.jecp.2016.12.005. Epub 2017 Jan 30.

Fluid reasoning predicts future mathematical performance among children and adolescents

Chloe T Green  1 , Silvia A Bunge  2 , Victoria Briones Chiongbian  3 , Maia Barrow  4 , Emilio Ferrer  5
Affiliations

Fluid reasoning predicts future mathematical performance among children and adolescents

Chloe T Green et al. J Exp Child Psychol. 2017 May.

Abstract

The aim of this longitudinal study was to determine whether fluid reasoning (FR) plays a significant role in the acquisition of mathematics skills above and beyond the effects of other cognitive and numerical abilities. Using a longitudinal cohort sequential design, we examined how FR measured at three assessment occasions, spaced approximately 1.5years apart, predicted math outcomes for a group of 69 participants between ages 6 and 21years across all three assessment occasions. We used structural equation modeling (SEM) to examine the direct and indirect relations between children's previous cognitive abilities and their future math achievement. A model including age, FR, vocabulary, and spatial skills accounted for 90% of the variance in future math achievement. In this model, FR was the only significant predictor of future math achievement; age, vocabulary, and spatial skills were not significant predictors. Thus, FR was the only predictor of future math achievement across a wide age range that spanned primary school and secondary school. These findings build on Cattell's conceptualization of FR as a scaffold for learning, showing that this domain-general ability supports the acquisition of rudimentary math skills as well as the ability to solve more complex mathematical problems.

Keywords: Children; Cognitive development; Fluid reasoning; Math; Problem solving; Working memory.

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Figures

Figure 1
Figure 1
Standardized parameter estimates from the CFA of FR for each measurement occasion. All three indicators loaded on significantly to the FR constructs at each time point.
Figure 2
Figure 2
Longitudinal models predicting Math Achievement from Prior FR and Math Reasoning. In Model 1, Math achievement is predicted from previous assessments of FR and Math Reasoning. In Model 2, Age is included at the two previous occasions. Circles represent latent variables of FR comprised of three observed variables. One-headed arrows represent regressions and two-headed arrows represent covariance or correlations.
Figure 3
Figure 3
Longitudinal model predicting Math Achievement from Prior FR, Spatial Skills, Vocabulary and Age.
See this image and copyright information in PMC

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