First grade visuospatial memory did not predict fifth grade mathematics achievement, but first grade central executive, intelligence, and in-class attentive behavior did¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2013 · 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? Children higher on first grade intelligence (p = .0063), central executive (p = .0007), and teacher-rated attentive behavior (p = .0001) scored higher on fifth grade Numerical Operations, while first grade visuospatial memory was unrelated (p = .8986). → Li Y 2013
Evidence¶
Li Y 2013¶
Li Y, Geary DC (2013) Developmental Gains in Visuospatial Memory Predict Gains in Mathematics Achievement. PLoS ONE 8(7): e70160. https://doi.org/10.1371/journal.pone.0070160
q3 · i? · associational · r2
Multilevel model of 177 children's achievement growth; intercept effects from Table 3. First grade visuospatial memory was not related to fifth grade achievement (p = .8986); no effect sizes printed for these predictors.
"children who scored higher on the intelligence (p = .0063) and central executive (p = .0007) measures in first grade and were rated by their second to fourth grade teachers as more focused and organized in the classroom (p = .0001) scored higher than their peers on the Numerical Operations test at the end of fifth grade."
Discussion¶
Learner Variables¶
- Spatial Ability — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Children with larger first-to-fifth grade gains in visuospatial memory had higher fifth grade mathematics achievement, controlling for first grade visuospatial memory and other predictors — related
- Simultaneous (Mazes) visuospatial memory showed a trend predicting fifth grade mathematics while sequential (Block Recall) did not — related
- Visuospatial memory did not predict word reading achievement in any grade, providing a discriminative contrast with mathematics — related
- Visuo-spatial working memory and inhibition jointly predict mathematics performance in 9–10-year-old children — related
- Phonological memory gains disappeared when central executive was controlled, but visuospatial memory gains remained substantial, suggesting different underlying mechanisms — related
- Math achievement at the end of first grade is predicted by fluid intelligence, visuospatial working memory, and symbolic numerical representation — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
first-grade-central-executive-intelligence-attention-predict-math |
title |
First grade visuospatial memory did not predict fifth grade mathematics achievement, but first grade central executive, intelligence, and in-class attentive behavior did |
description |
First grade visuospatial memory did not predict fifth grade mathematics achievement, but first grade central executive, intelligence, and in-class attentive behavior did |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — li-y-2013 |
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