Direct and indirect influences of executive functions on mathematics achievement

Achievement in mathematics is predicted by an individual’s domain-specific factual knowledge, procedural skill and conceptual understanding as well as domain-general executive function skills. In this study we investigated the extent to which executive function skills contribute to these three compo...

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Bibliographic Details
Published in:	Cognition Vol. 162; pp. 12 - 26
Main Authors:	Cragg, Lucy, Keeble, Sarah, Richardson, Sophie, Roome, Hannah E., Gilmore, Camilla
Format:	Journal Article
Language:	English
Published:	Netherlands Elsevier B.V 01.05.2017 Elsevier Science Ltd
Subjects:	Achievement Adolescent Adult Age differences Child Cognition & reasoning Conceptual knowledge Conceptual understanding Executive Function Factual knowledge Female Function Humans Inhibition (Psychology) Knowledge Male Mathematical cognition Mathematical Concepts Mathematics Memory Memory, Short-Term Neuropsychological Tests Problem Solving Procedural skill Response inhibition Short term memory Skills Spatial Memory Working memory Young Adult Young adults Conceptual understanding Executive function Mathematical cognition Working memory Procedural skill Factual knowledge
ISSN:	0010-0277, 1873-7838, 1873-7838
Online Access:	Get full text
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