Neither IQ nor WMC significantly predicted early mathematics when both were in the same model, explaining only about 5% of variance¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For mathematics at the beginning of elementary school, neither IQ nor WMC were significant predictors when both entered the same model, together explaining about 5% of variance. → Schneider Wolfgang 2017

Evidence¶

Schneider Wolfgang 2017¶

Schneider Wolfgang, Niklas Frank. (2017). Intelligence and Verbal Short-Term Memory/Working Memory: Their Interrelationships from Childhood to Young Adulthood and Their Impact on Academic Achievement. Journal of Intelligence. https://doi.org/10.3390/jintelligence5020026

q2 · i? · associational · r2

Regression analyses predicting Grade 2 mathematics in the LOGIC sample with age, sex, and SES controlled. The article reports "neither IQ nor WMC were significant predictors" and about 5% of variance explained.

"In regard to early mathematics, neither IQ nor WMC were significant predictors when both variables were introduced into the same model, and they explained only about 5% of the variance in this outcome variable."

Discussion¶

Related Claims¶

• Non-verbal intelligence measures (Raven, WISC Block Design) are non-significant math predictors when well-specified spatial and memory measures are in the model — related
• Kindergarten visual processing uniquely predicts grade-one early mathematics after controlling for prior mathematics and general cognitive abilities — related
• Kindergarten logical thinking correlates with arithmetic but does not explain unique variance once other predictors are included — related
• When previous academic achievement is controlled, intelligence predicts only later reading comprehension and age-10 mathematics, and WMC predicts nothing additionally — related
• IQ and working memory are reliable predictors of academic achievement at the beginning of school when domain knowledge is not controlled — reports the opposite
• 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
• IQ, short-term memory and study habits each correlate positively and significantly with academic achievement in both 3rd and 4th grade — related
• Neither first-grade whole number magnitude nor arithmetic knowledge uniquely predicted eighth-grade reading achievement — related
• Grade level, nonverbal intelligence, and working memory predicted mathematics achievement, explaining 88% of intercept variance but only 16-22% of slope variance — related