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首页> 外文期刊>Child neuropsychology: a journal on normal and abnormal development in childhood and adolescence >A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems
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A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems

机译：小学生智商和数学技能的结构方程建模：数量生产，心理演算和算术问题的差异影响

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摘要

Though the relationship between executive functions (EFs) and mathematical skills has been well documented, little is known about how both EFs and IQ differentially support diverse math domains in primary students. Inconsistency of results may be due to the statistical techniques employed, specifically, if the analysis is conducted with observed variables, i.e., regression analysis, or at the latent level, i.e., structural equation modeling (SEM). The current study explores the contribution of both EFs and IQ in mathematics through an SEM approach. A total of 118 8- to 12-year-olds were administered measures of EFs, crystallized (Gc) and fluid (Gf) intelligence, and math abilities (i.e., number production, mental calculus and arithmetical problem-solving). Confirmatory factor analysis (CFA) offered support for the three-factor solution of EFs: (1) working memory (WM), (2) shifting, and (3) inhibition. Regarding the relationship among EFs, IQ and math abilities, the results of the SEM analysis showed that (i) WM and age predict number production and mental calculus, and (ii) shifting and sex predict arithmetical problem-solving. In all of the SEM models, EFs partially or totally mediated the relationship between IQ, age and math achievement. These results suggest that EFs differentially supports math abilities in primary-school children and is a more significant predictor of math achievement than IQ level.
机译：虽然执行职能（EFS）与数学技能之间的关系已经充分记录，但对于EFS和IQ差异地支持小学生中的多样性数学域名，毫无疑问。结果的不一致可能是由于采用的统计技术，具体地，如果分析用观察到的变量进行，即回归分析或在潜在的级别，即结构方程建模（SEM）。目前的研究通过SEM方法探讨了EFS和IQ在数学中的贡献。管理EFS，结晶（GC）和液体（GF）智能和数学能力的措施，总共118岁8岁的人（即，数量生产，心理结石和算术解决）。确认因子分析（CFA）为EFS的三因素溶液提供了支持：（1）工作记忆（WM），（2）转移和（3）抑制。关于EF，智商和数学能力之间的关系，SEM分析结果表明，（i）WM和年龄预测数量产生和心理微积分，（ii）转移和性预测算术解决。在所有SEM模型中，EFS部分或完全介绍了IQ，年龄和数学成就之间的关系。这些结果表明，EFS差异地支持小学生中的数学能力，并且是数学成就的更重要预测因素，而不是智商水平。

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