Relations between measures of Cattell‐Horn‐Carroll (CHC) cognitive abilities and mathematics achievement across the school‐age years

By Randy G. Floyd, Jeffrey J. Evans, K. McGrew. 2003

285 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e52a480570b079773f0843fedbc227993b872933

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In Developmental and Educational Psychology

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Citations in the corpus

Fluid Intelligence as a Predictor of Learning: A Longitudinal Multilevel Approach Applied to Math. (2010, result): “The general results are in accordance with a common finding in the literature that individual differences in fluid intelligence are strongly related to math achievement when the measures are taken concurrently (Floyd et al., 2003; McGrew & Hessler, 1995; Taub et al., 2008).”
A structural model of algebra achievement: computational fluency and spatial visualisation as mediators of the effect of working memory on algebra achievement (2009, background): “For instance, research suggests that cognitive correlates of calculation skills differ from correlates of maths reasoning skills (Floyd, Evans, & McGrew, 2003 ).”
Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research (2010, background): “The importance of Gf in the prediction of math achievement is consistent with considerable research (e.g., Fiorello & Primerano, 2005; Flanagan et al., 2006; Floyd et al., 2003; Fuchs et al., 2006; Geary, 1993, 2007; Rourke & Conway, 1997).”
Behind Mathematical Learning Disabilities: What about Visual Perception and Motor Skills?. (2012, methodology): “For instance, Sortor and Kulp (2003) found in a sample of elementary school children a significant relationship between visual perception and mathematics but this was in contrast to the findings of Floyd et al. (2003) in a more heterogeneous sample of participants between 6 and 19 years old.”
The interplay of g and mathematical abilities in large-scale assessments across grades (2017, background): “How both cognitive abilities and mathematical abilities influence or more specifically predict the measurement of mathematical abilities in LSAs has extensively been researched (e.g., Floyd et al., 2003; Taub, Floyd, Keith, &McGrew, 2008).”
Technology-Enhanced Assessment of Math Fact Automaticity (2012, background): “For instance, Floyd, Evans, and McGrew (2003) discovered moderate relations between general long-term memory retrieval and performance on mathematics tests involving calculation and reasoning for students aged 6 through 8, though not after age 9.”
Effects of general and broad cognitive abilities on mathematics achievement. (2008, background): “These cross-age effects corroborate the findings of a number of studies focusing on CHC theory (e.g., Floyd et al., 2003; Keith, 1999; McGrew et al., 1997; McGrew & Hessler, 1995), as well as others studies (Bull & Johnston, 1997; Fuchs et al., 2006; Kirby & Becker, 1988) that suggest that the…”
Differential Ability Scales – Second Edition (Neuro)psychological Predictors of Math Performance for Typical Children and Children with Math Disabilities (2008, methodology): “Although Gv has limited utility Psychology in the Schools DOI: 10.1002/pits in predicting math performance in typical populations (e.g., Floyd et al., 2003), it predicts math performance in disabled populations (Hale et al., 2001; Proctor et al., 2005), suggesting that the underlying psychological…”