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| Autor/inn/en | Zhang, Zheng; Peng, Peng |
|---|---|
| Titel | Co-Development among Reading, Math, Science, and Verbal Working Memory in the Elementary Stage |
| Quelle | In: Child Development, 94 (2023) 6, (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Zhang, Zheng) ORCID (Peng, Peng) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/cdev.13962 |
| Schlagwörter | Child Development; Reading Skills; Mathematics Skills; Science Process Skills; Short Term Memory; Socioeconomic Status; Gender Differences; Academic Achievement; Correlation; Verbal Communication |
| Abstract | With a focus on within-person effects, this study investigated mutualism among academic skills (reading, math, science) and between those skills and verbal working memory in a general population sample and groups with high or low skills from Grades 2 to 5 (2010-2016, N = 859-9040, age 6.27-13.13 years, 49% female, ethnically diverse). Mutualism was found between reading and science in all high-ability groups, and between reading/math and verbal working memory only in high-math students. These results remained the same when controlled for socioeconomic status and gender, and with sensitivity analyses. High-skill students (especially high-math students) may improve academic performance through accumulation of academic knowledge and mutualism between academic and cognition. Such mutualism may be driven by high-quality, intensive academic practice. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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