The central executive component of working memory is the most important domain-general predictor of later-grade mathematics achievement¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? With fractions knowledge included, intelligence and word reading are no longer significant by 8th grade, but the central executive remains important (p = .007). → Geary David C. 2017
Evidence¶
Geary David C. 2017¶
Geary David C., Nicholas Alan, Li Yaoran, Sun Jianguo. (2017). Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study. Journal of Educational Psychology. https://doi.org/10.1037/edu0000159
q3 · i? · associational · r2
Model 5 results for 8th grade in the longitudinal FDA analysis: after adding the fractions comparison measure, intelligence (p = .217) and word reading (p = .144) lost significance while the central executive effect held (p = .007).
"With the inclusion of the latter, the effects of intelligence (p=.217) and Word Reading (p=.144) are no longer significant by 8th grade, but the central executive remains important (p=.007)."
Discussion¶
Related Claims¶
- Fractions knowledge is a critical domain-specific predictor of mathematics achievement in later grades — related
- IQ and working memory are reliable predictors of academic achievement at the beginning of school when domain knowledge is not controlled — related
- Previous domain knowledge accounts for most of the variance in later achievement, considerably reducing the predictive impact of IQ and WM — related
- Executive function measures predict early mathematics achievement over and above reading ability and IQ — related
- In latent-variable SEM models, intelligence — not working memory — is the significant direct predictor of academic outcomes in both childhood and early adulthood — reports the opposite
- Domain-general abilities are more important than domain-specific knowledge for mathematics learning in early grades, but the two are equally important in later grades — related
- The overall magnitude of domain-general effects on subsequent mathematics achievement remains constant across grades 2 to 8 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
central-executive-top-domain-general-predictor |
title |
The central executive component of working memory is the most important domain-general predictor of later-grade mathematics achievement |
description |
The central executive component of working memory is the most important domain-general predictor of later-grade mathematics achievement |
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 — geary-david-c-2017 |
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