The overall magnitude of domain-general effects on subsequent mathematics achievement remains constant across grades 2 to 8¶
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? Overall domain-general effects on subsequent mathematics achievement are stable across grades 2 through 8, ranging between .453 and .558, with no significant adjacent-grade differences. → 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
Longitudinal mixed functional data analysis of 167 children followed from kindergarten through 8th grade, summing standardized beta estimates for intelligence, central executive, and prior reading at each grade. The article reports effects "ranging between .453 and .558" with no significant adjacent-grade differences.
"The overall domain-general effects are relatively stable, ranging between .453 and .558. None of the adjacent grade comparisons differ significantly for these domain-general effects (ps > .126)"
Discussion¶
Related Claims¶
- 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 — a broader claim this one bears on
- The overall importance of prior domain-specific mathematical knowledge for subsequent mathematics achievement increases across grades — related
- Fractions knowledge is a critical domain-specific predictor of mathematics achievement in later grades — related
- The central executive component of working memory is the most important domain-general predictor of later-grade mathematics achievement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
domain-general-effects-stable-across-grades |
title |
The overall magnitude of domain-general effects on subsequent mathematics achievement remains constant across grades 2 to 8 |
description |
The overall magnitude of domain-general effects on subsequent mathematics achievement remains constant across grades 2 to 8 |
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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