ArticleFrontiers in psychology2018
A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School.
Article in Frontiers in psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 1 of them a synthesis that pooled it.
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Who cites it
10 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Socioeconomic Status Disparities in Children's Cognition-Differences in Degree or Kind?Perspectives on psychological science : a journal of the Association for Psychological Science · 2026Pooled it
- Predicting students' performance on geometric problem-solving tasks: the roles of cognitive reflection, fluid intelligence, and mathematical beliefs.Frontiers in psychology · 2026Article
- Interplay between preclinical indices of obesity and neural signatures of fluid intelligence in youth.Communications biology · 2024Article
- Responses in cognitive hierarchy games are correlated with academic performance and the cognitive reflection test.Frontiers in psychology · 2023Article
- The Role of Trait and State Mindfulness in Cognitive Performance of Male Adolescents.Psychology research and behavior management · 2023Article
- Auditory experience modulates fronto-parietal theta activity serving fluid intelligence.Brain communications · 2022Article
- Criterion Validity of Cognitive Reflection for Predicting Job Performance and Training Proficiency: A Meta-Analysis.Frontiers in psychology · 2021Review
- Neural oscillatory dynamics serving abstract reasoning reveal robust sex differences in typically-developing children and adolescents.Developmental cognitive neuroscience · 2020Article
- Gambling-Specific Cognitions Are Not Associated With Either Abstract or Probabilistic Reasoning: A Dual Frequentist-Bayesian Analysis of Individuals With and Without Gambling Disorder.Frontiers in psychology · 2020Article
- Neurocognitive Signatures of Naturalistic Reading of Scientific Texts: A Fixation-Related fMRI Study.Scientific reports · 2019Article
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Authors and funding
4 authors.
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Abstract
Higher-order thinking abilities such as abstract reasoning and meaningful school learning occur sequentially. The fulfillment of these tasks demands that people activate and use all of their working memory resources in a controlled and supervised way. The aims of this work were: (a) to study the interplay between two new reasoning measures, one mathematical (Cognitive Reflection Test) and the other verbal (Deductive Reasoning Test), and a third classical visuo-spatial reasoning measure (Raven Progressive Matrices Test); and (b) to investigate the relationship between these measures and academic achievement. Fifty-one 4th grade secondary school students participated in the experiment and completed the three reasoning tests. Academic achievement measures were the final numerical scores in seven basic subjects. The results demonstrated that cognitive reflection, visual, and verbal reasoning are intimately related and predicts academic achievement. This work confirms that abstract reasoning constitutes the most important higher-order cognitive ability that underlies academic achievement. It also reveals the importance of dual processes, verbal deduction and metacognition in ordinary teaching and learning at school.
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