Processing speed affects math achievement directly and both reading and math indirectly through working memory¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2–r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? SEM showed a significant indirect effect of PS on Word Reading mediated by WM (ß = .13, p < .001) accounting for 86.7% of the total effect, with no significant direct effect on reading. → Braaten EB 2020 q3 i? For Numerical Operations, SEM showed both a significant indirect effect through WM (ß = .13, p < .001) and a significant direct effect of PS (ß = .17, p < .001). → Braaten EB 2020 (2)

Evidence¶

Braaten EB 2020¶

Braaten EB, Ward AK, Forchelli G, Vuijk PJ, Cook NE, McGuinness P, Lee BA, Samkavitz A, Lind H, O'Keefe SM, Doyle AE. (2020). Characteristics of child psychiatric outpatients with slow processing speed and potential mechanisms of academic impact. European Child & Adolescent Psychiatry. https://doi.org/10.1007/s00787-019-01455-w

q3 · i? · associational · r2

Structural equation modeling in the referred cohort tested PS effects on WIAT Word Reading, controlling for age, sex, and medication. The indirect path through WM was significant; the direct effect was not (ß = .02, z = 0.57, p = .57).

"a significant indirect effect for PS on Word Reading was found, mediated by WM (ß = .13, z = 6.53, p < .001). This indirect effect accounted for 86.7% of the total effect (ß = .15, z = 3.93, p < .001) of PS on Word Reading. No significant direct effect of slow PS on Word Reading was found"

Braaten EB 2020 (2)¶

Braaten EB, Ward AK, Forchelli G, Vuijk PJ, Cook NE, McGuinness P, Lee BA, Samkavitz A, Lind H, O'Keefe SM, Doyle AE. (2020). Characteristics of child psychiatric outpatients with slow processing speed and potential mechanisms of academic impact. European Child & Adolescent Psychiatry. https://doi.org/10.1007/s00787-019-01455-w

q3 · i? · associational · r3

A second SEM modeled PS effects on WIAT Numerical Operations. The indirect effect through WM accounted for 43.3% of the total effect (ß = .30, z = 8.28, p < .001) and the direct effect the remaining 56.7%.

"there was a significant indirect effect of PS that was mediated by WM (ß = .13, z = 6.55, p < .001) as well as a significant direct effect of slow PS on Numerical Operations (ß = .17, z = 5.20, p < .001)."

Discussion¶

Learner Variables¶

• Processing Speed — predictor: learners who differ on it differ in outcomes

Related Claims¶

• In a cross-sectional model, attention problems relate to both non-verbal and verbal math performance only indirectly, through working memory (and, for MR, reading) — related
• Working memory fully mediates the effects of math anxiety and attention on children's non-verbal Numerical Operations — related
• Math anxiety partially mediates the relation between attention problems and both math outcomes — related