Kindergarten logical thinking correlates with arithmetic but does not explain unique variance once other predictors are included¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Logical thinking assessed in kindergarten correlated significantly with kindergarten and grade 1 arithmetic, but was not significant (p = .362) in the combined regression. → Praet 2013

Evidence¶

Praet 2013¶

Praet, M., Titeca, D., Ceulemans, A., & Desoete, A. (2013). Language in the prediction of arithmetic in kindergarten and grade 1. Learning and Individual Differences (manuscript LAEIND-D-12-OO174R1). https://www.sciencedirect.com/science/article/LAEIND-D-12-OO174R1

q2 · i? · associational · r2

In the third cross-sectional regression (F(6, 62) = 14.503, p < .001, R² = .608), logical thinking (Tedi-Math seriation and classification, alpha = .73) was non-significant (p = .362) despite significant bivariate correlations.

"However when other variables were added to explore the combined effect of these predictors, logical thinking no longer explained a significant amount of variance in arithmetic skills among young children."

Discussion¶

Related Claims¶

• Kindergarten expressive language predicts grade 1 arithmetic, adding 4.6% of explained variance beyond kindergarten arithmetic — related
• IQ and working memory are reliable predictors of academic achievement at the beginning of school when domain knowledge is not controlled — related
• Neither IQ nor WMC significantly predicted early mathematics when both were in the same model, explaining only about 5% of variance — related