Domain-general cognitive abilities predict at-risk fourth graders' decimal magnitude understanding¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? Language comprehension, nonverbal reasoning, concept formation, and working memory each predicted at least one measure of decimal magnitude understanding among at-risk fourth graders. → Malone Amelia S. 2017

Evidence¶

Malone Amelia S. 2017¶

Malone Amelia S., Loehr Abbey M., Fuchs Lynn S. (2017). The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2017.05.007

q3 · i? · associational · r2

Regression analyses with 127 at-risk fourth graders controlling for incoming calculation ability (WRAT-4). The abstract states "Each of the domain-general cognitive abilities predicted students' decimal magnitude understanding" across three outcome measures.

"Each of the domain-general cognitive abilities predicted students' decimal magnitude understanding."

Discussion¶

Learner Variables¶

General Cognitive Ability — predictor: learners who differ on it differ in outcomes

Cognitive abilities correlate with decimal label use patterns — related
Concept formation predicts accuracy judging decimal equivalency statements — a narrower finding that bears on this claim
Language comprehension and numerical working memory predict comparing decimals to the one-half benchmark — a narrower finding that bears on this claim
Most at-risk fourth graders apply whole-number logic when comparing decimals with different digit counts — related
Numerical working memory predicts decimal number line estimation accuracy — a narrower finding that bears on this claim
Place value labels correlate positively with decimal magnitude understanding; whole number labels negatively — related
Place value label use correlates with accuracy on fraction-decimal equivalency items — related

Page metadata

Field	Value
`type`	`claim`
`id`	`cognitive-predictors-decimal-magnitude-at-risk-fourth-graders`
`title`	`Domain-general cognitive abilities predict at-risk fourth graders' decimal magnitude understanding`
`description`	`Domain-general cognitive abilities predict at-risk fourth graders' decimal magnitude understanding`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2017`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-10-17`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `malone-amelia-s-2017`

Frontmatter is the page's machine-readable record — see the Schema & Guide.