Mathematical performance plays a vital role in students' academic development. Studies have shown that some basic cognitive processes, including inductive reasoning, are critical for the development of mathematical performance. However, little empirical evidence has been accumulated regarding the association between inductive reasoning and…

The purpose of this research is to examine the relationship among sixth-, seventh-, and eighth-grade gifted students' spatial reasoning skills, conceptual understanding of basic astronomy topics, and science achievement. To achieve this, the study was designed as a multi-factor predictive correlational study. The research sample consists of 642…

Introduction: There is a variety of literature regarding reading development in its acquisitional stages, and also regarding reading disabilities that appear in early childhood. However, from the cognitive point of view, there has been less study of reading comprehension in secondary students. The principal aim of this study was to analyze the…

Background: Previous research showed a significant association between mathematics and working memory (WM). However, evidence regarding the different effects of verbal and visuospatial WM on mathematical abilities was very limited. Aims: The current research aims to explore the relationship between verbal and visuospatial WM with mathematical…

We aimed to investigate the effects of phonological awareness -- PA, rapid automatised naming -- RAN, visuospatial and verbal working memory -- WM and executive functions -- EF on the reading and arithmetic skills of children with low- to medium-performance levels. Participants were 472 Brazilian children from 3rd to 5th grades. Quantile…

Background: Spatial skills and mathematical ability have been repeatedly identified as critical for achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations between spatial skills and mathematical achievement; however, questions remain regarding improvements in non-spatial areas…

Identifying meaningful cognitive and noncognitive predictors of mathematical competence is critical for developing targeted interventions for students struggling with mathematics. Here, 317 students' short-term verbal memory, verbal and visuospatial working memory, complexspatial abilities, intelligence, and mathematics attitudes and anxiety were…

We determined the relative importance of the so-called approximate number system (ANS), symbolic number comparison (SNC) and verbal and spatial short-term and working memory (WM) capacity for mathematics achievement in 1,254 Grade 2, 4 and 6 children. The large sample size assured high power and low false report probability and allowed us to…

Theories of multilingual language learning often assume that previous language learning experiences in at least two languages provide advantages for additional language learning. Other research emphasises the importance of general cognitive abilities as predictors of language learning. We test whether a set of predictions based on a multilingual…

In the present study, we explored how linguistic skills (phonological and semantic) influence the multiple components of school arithmetic (numeration, computation, and word problems) by analyzing them sequentially. We studied a sample of 262 schoolchildren, aged 8 to 11, nested in 27 classrooms, using the following measures: semantic skills,…

Social skills involved in leadership were examined in a problem-solving activity in which 252 Chinese 5th-graders worked in small groups on a spatial-reasoning puzzle. Results showed that students who engaged in peer-managed small-group discussions of stories prior to problem solving produced significantly better solutions and initiated…

Previous studies provided evidence of a relationship between mental rotation (MR) and motor processes in children and adults. However, there is no direct evidence that MR ability is a reliable predictor of success for motor performance. After completion of a MR test, the motor performance of 7- to 8-year-old and 11- to 12-year-old children was…

This study investigates the capacity of children to develop map-based skills in spatial orientation in an urban environment unknown to them. In this quantitative study, a total of 328 pupils of grades 3-5 had to achieve specific skills with regard to map-based skills in spatial orientation (such as turning-off skills, transformation from map to…

The current research was aimed mainly at exploring the reliability of a short-screening tool developed to self-evaluate visuospatial abilities in children. We presented 290 Italian third, fourth, and fifth graders with the 16-item Shortened Visuospatial questionnaire and several objective measures of intellectual efficiency, such as Raven's…

Relationships between sixth grade students' moon journaling and students' spatial-scientific reasoning after implementation of an Earth/Space unit were examined. Teachers used the project-based Realistic Explorations in Astronomical Learning curriculum. We used a regression model to analyze the relationship between the students' Lunar Phases…