Domain-general cognitive functions fully explained growth in nonsymbolic magnitude representation but not in symbolic representation in elementary school childrenстатья
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Дата последнего поиска статьи во внешних источниках: 3 июня 2020 г.
Аннотация:In this study, we aimed to compare developmental changes in nonsymbolic and symbolic
magnitude representations across the elementary school years. For this aim, we used a
four-wave longitudinal study with a one-year interval in schoolchildren in grades 1–4 in Russia
and Kyrgyzstan (N = 490, mean age was 7.65 years at grade 1). The results of mixedeffects
growth models revealed that growth in the precision of symbolic representation was
larger than in the nonsymbolic representation. Moreover, growth in nonsymbolic representation
was fully explained by growth in fluid intelligence (FI), visuospatial working memory
(VSWM) and processing speed (PS). The analysis demonstrated that growth in nonsymbolic
magnitude representation was significant only for pupils with a high level of FI and PS,
whereas growth in precision of symbolic representation did not significantly vary across
pupils with different levels of FI or VSWM.