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Background. The cognitive predictors of academic achievement are associated both with basic cognitive abilities such as the information processing speed, number sense and visuospatial working memory, as well as with general ability including nonverbal intelligence. However, the ratio between cognitive development and school achievement can depend on sociocultural conditions. Objective. The results of a cross-cultural analysis of the relationship between cognitive development and academic achievement during primary education are presented. The analysis was conducted sampling schoolchildren from Russia and Kyrgyzstan, two countries that have a similar organization of the national education system but differ in the level of socioeconomic development. Design. The study involved 732 schoolchildren aged 7.7 to 11.8 years studying in Russia and Kyrgyzstan. Information processing speed, visuospatial working memory, and number sense were assessed using each of “Choice Reaction Time,” “Corsi Block-Tapping Test,” and “Number Sense” computerized tests. Results. According to the results, empirical data in both samples show that a model where in information processing speed signifies basic cognitive ability is a key predictor of nonverbal intelligence, working memory, and number sense, and each of these may contribute to individual differences in academic achievement. Notwithstanding the universality of this model, cross-cultural differences were seen to engender a reduction of schoolchildren’s academic achievements, given possible impacts of less favorable educational conditions. Conclusion. In the relationship between cognitive abilities and academic success at the primary school education, there are both similarities and differences between schoolchildren studying in Russia and Kyrgyzstan.

Cross-cultural Analysis of Models of the Relationship between the Cognitive Abilities and Academic Achievement in Primary School Education