Third-graders' language-formatted, Arabic numeral-formatted, and estimation arithmetic outcomes are separable but highly related latent factors¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i? In the Triple Code full model, the three arithmetic factors were separable but highly related (factor correlations r=.68 to r=.76). → Rhodes Katherine T. 2017
Evidence¶
Rhodes Katherine T. 2017¶
Rhodes Katherine T., Branum-Martin Lee, Washington Julie A., Fuchs Lynn S. (2017). Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity. Journal of Educational Psychology. https://doi.org/10.1037/edu0000189
q2 · i? · associational · r2
Full measurement model fitting in a confirmatory factor analysis of 1,314 third graders' 11 arithmetic, 3 language, and 5 executive attention measures. The Triple Code full model was an approximate good fit (RMSEA=.05, CFI=.95), and its three arithmetic factors correlated r=.68 to r=.76.
"Completely standardized factor loadings ranged from .54 to .92, and factor correlations for this portion of the model ranged from r=.68 to r=.76, indicating that each of Triple Code Theory's arithmetic cognition factors were separable but highly related."
Discussion¶
Related Claims¶
- A three-factor, format-specific arithmetic measurement model (Triple Code Theory) fits third-graders' arithmetic data, while single-factor and two-factor models do not — related
- A post-hoc hybrid model combining Triple Code's three format-specific arithmetic factors with Encoding Complex's direct executive attention and language predictors fits best (CFI=.97) — related
- Arabic numeral formatted, small-problem-size outcomes (basic facts, computational fluency) retain high loadings on a specialized quantitative factor despite executive attention in the model — related
- Language is not a direct predictor of arithmetic outcomes once executive attention is accounted for, but language and executive attention are strongly related (r=.80 in the hybrid model) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
arithmetic-outcomes-format-specific-separable |
title |
Third-graders' language-formatted, Arabic numeral-formatted, and estimation arithmetic outcomes are separable but highly related latent factors |
description |
Third-graders' language-formatted, Arabic numeral-formatted, and estimation arithmetic outcomes are separable but highly related latent factors |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rhodes-katherine-t-2017 |
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