ArticlePsychological research2026
Heterogeneity in mathematics: Investigating cognitive profiles and reading comorbidities among children.
Article in Psychological research, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Mathematical performance relies on multiple cognitive components, including numerical understanding, language comprehension, and working memory. Although children experiencing mathematical difficulties (MD) share common challenges, their underlying cognitive profiles vary considerably. Understanding this cognitive diversity is important for developing targeted assessment and intervention. This study aims to identify and characterize distinct cognitive profiles among elementary school children, based on their general strengths and weaknesses, and their mathematics-specific cognitive domains. We evaluated 186 children (grades 3–4), including those with MD (n = 110), and typically developing peers (n = 76) from seven schools in northern Israel. Assessments included domain-specific and domain-general abilities, as well as mathematical and reading performance. Using cluster analysis, we identified five distinct subgroups: Reading Accuracy Difficulties, Mild Mathematical Deficit, High Mathematical Performance, Inhibition Difficulties, and Average Mathematical Performance with reduced non-verbal reasoning. Interestingly, these subgroups were distinguished mainly by their differences in domain-general, rather than domain-specific abilities, thus highlighting the importance of these cognitive factors in Grades 3–4. These findings reflect the diverse nature of MD and its connection to general cognitive factors, which may assist in developing targeted interventions.
Indexed as
Identifiers
What OpenQuestion holds
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.