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    TEMA and Dot Enumeration Profiles Predict Mental Addition Problem Solving Speed Longitudinally

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    Author
    Major, CS; Paul, JM; Reeve, RA
    Date
    2017-12-22
    Source Title
    Frontiers in Psychology
    Publisher
    FRONTIERS MEDIA SA
    University of Melbourne Author/s
    Major, Clare; Paul, Jacob; Reeve, Robert
    Affiliation
    Melbourne School of Psychological Sciences
    Metadata
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    Document Type
    Journal Article
    Citations
    Major, C. S., Paul, J. M. & Reeve, R. A. (2017). TEMA and Dot Enumeration Profiles Predict Mental Addition Problem Solving Speed Longitudinally. FRONTIERS IN PSYCHOLOGY, 8 (DEC), https://doi.org/10.3389/fpsyg.2017.02263.
    Access Status
    Open Access
    URI
    http://hdl.handle.net/11343/255569
    DOI
    10.3389/fpsyg.2017.02263
    Abstract
    Different math indices can be used to assess math potential at school entry. We evaluated whether standardized math achievement (TEMA-2 performance), core number abilities (dot enumeration, symbolic magnitude comparison), non-verbal intelligence (NVIQ) and visuo-spatial working memory (VSWM), in combination or separately, predicted mental addition problem solving speed over time. We assessed 267 children's TEMA-2, magnitude comparison, dot enumeration, and VSWM abilities at school entry (5 years) and NVIQ at 8 years. Mental addition problem solving speed was assessed at 6, 8, and 10 years. Longitudinal path analysis supported a model in which dot enumeration performance ability profiles and previous mental addition speed predicted future mental addition speed on all occasions, supporting a componential account of math ability. Standardized math achievement and NVIQ predicted mental addition speed at specific time points, while VSWM and symbolic magnitude comparison did not contribute unique variance to the model. The implications of using standardized math achievement and dot enumeration ability to index math learning potential at school entry are discussed.

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