Inhibition relates to procedural skill in secondary-school children but to conceptual understanding in adults¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? At age 11–14 years only procedural skill was significantly related to inhibition skill, whereas for young adults only conceptual understanding was significantly related. → Camilla Gilmore 2015 q3 i? Across all participants, procedural skill was a significant predictor of inhibition and conceptual understanding was marginally significant, with factual knowledge not significant. → Camilla Gilmore 2015 (2)

Evidence¶

Camilla Gilmore 2015¶

Camilla Gilmore, Sarah Keeble, Sophie Richardson, Lucy Cragg. (2015). The role of cognitive inhibition in different components of arithmetic. ZDM Mathematics Education. https://doi.org/10.1007/s11858-014-0659-y

q3 · i? · associational · r2

Linear regressions with inhibition score as dependent variable run separately for adolescents (R2 = 0.11) and adults (R2 = 0.10), reported in Table 3. The article reports a developmental transition: "only procedural skill was significantly related to inhibition skill" in children, only conceptual understanding in adults.

"At age 11–14 years, only procedural skill was significantly related to inhibition skill, whereas for the group of young adults only conceptual understanding was significantly related to inhibition skill."

Camilla Gilmore 2015 (2)¶

Camilla Gilmore, Sarah Keeble, Sophie Richardson, Lucy Cragg. (2015). The role of cognitive inhibition in different components of arithmetic. ZDM Mathematics Education. https://doi.org/10.1007/s11858-014-0659-y

q3 · i? · associational · r1

Regression with inhibition score as dependent variable and the three arithmetic components as predictors across all 209 participants. The article reports "procedural skill was a significant predictor (β = −0.260, p = .007)" and conceptual understanding marginally significant; no effect size beyond β printed.

"procedural skill was a significant predictor (β = −0.260, p = .007) and conceptual understanding was a marginally significant predictor (β = −0.134, p = .066) (model R2 = 0.085)"

Discussion¶

Learner Variables¶

• Operations and Place Value — outcome: instruction changes it

Related Claims¶

• No significant independent relationship was found between inhibition and factual knowledge of arithmetic in either children or adults — related
• In toddlerhood, interference suppression correlates with expressive vocabulary after controlling for age, whereas response inhibition does not — related
• Task-irrelevant negative images disrupt no-go accuracy specifically in early-mid adolescence — related
• Reactive inhibition speed and accuracy improve with age between 8 and 11 years, while proactive response slowing does not increase with age — related
• The correlation between conceptual understanding and procedural execution weakened over time, becoming largely independent after one year