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Exploring the Relations between Cattell–Horn–Carroll (CHC) Cognitive Abilities and Mathematics Achievement
Author(s) -
Cormier Damien C.,
Bulut Okan,
McGrew Kevin S.,
Singh Deepak
Publication year - 2017
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.3350
Subject(s) - psychology , cognition , academic achievement , comprehension , achievement test , developmental psychology , french horn , intelligence quotient , mathematics education , fluid and crystallized intelligence , standardized test , fluid intelligence , working memory , pedagogy , linguistics , philosophy , neuroscience
Summary As standardized measures of cognitive abilities and academic achievement continue to evolve, so do the relations between the constructs represented in these measures. A large, nationally representative sample of school‐aged children and youth between 6 and 19 years of age ( N = 4,194) was used to systematically evaluate the relations between cognitive abilities and components of academic achievement in mathematics. The cognitive abilities of interest were those identified from the Cattell–Horn–Carroll model of intelligence. Specific areas of mathematics achievement included math calculation skills and math problem solving. Results suggest that fluid reasoning (Gf), comprehension‐knowledge (Gc), and processing speed (Gs) have the strongest and most consistent relations with mathematics achievement throughout the school years.Copyright © 2017 John Wiley & Sons, Ltd.