ArticleJournal of Intelligence2025
Cross-Lagged Relationships Between Cognitive Ability and Math Achievement.
Article in Journal of Intelligence, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The relationship between cognitive abilities and students' achievement in math is well documented. However, theoretical views on the chronological development of cognitive ability and math success remain controversial. Empirically, mutual effects between these concepts amongst primary school children have not yet been adequately addressed, because longitudinal data have mostly been limited to two measurement time points. The present study aims to fill this gap by investigating whether cognitive abilities can predict math success across time (unidirectional effect) or whether a reciprocal effect according to the theory of mutualism is more in line with longitudinal data. It also provides information on the stability of intelligence and mathematics achievement in primary school children. Taking into account four measurement occasions, cognitive ability, and achievement in math,
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.