ArticlePloS one2022
A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement.
Article in PloS one, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed, 4 citations in OpenAlex.
- Green space is associated with better directed attention and higher crystallized intelligence in middle childhood: Evidence from the ABCD study.Environment international · 2026Article
- Air pollution mixtures and cognitive outcomes in children: associations with school-age exposure and sex differences.European journal of pediatrics · 2026Article
- Fluid Intelligence in Children with Learning Disabilities.Psychology in Russia : state of the art · 2025Article
- Correction: A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement.PloS one · 2024Article
Corrections and comments
- Erratum issued
Authors and funding
17 authors at 3 institutions in 1 country.
Funding
Abstract
The present study documented in two distinct population-based samples the contribution of preschool fluid and crystallized cognitive abilities to school achievement in primary school and examined the mediating role of crystallized abilities in this sequence of predictive associations. In both samples, participants were assessed on the same cognitive abilities at 63 months (sample 1, n = 1072), and at 41 and 73 months (sample 2, n = 1583), and then with respect to their school achievement from grade 1 (7 years) to grade 6 (12 years). Preschool crystallized abilities were found to play a key role in predicting school achievement. They contributed substantially to school achievement in the early school years, but more modestly in the later years, due to the strong auto-regression of school achievement. They also mediated the association between fluid abilities and later school achievement in the early grades of school, with the former having modest direct contribution to the latter in the later grades. These findings are discussed regarding their implication for preventive interventions.
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Registered trials
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