Semantic, Executive, and Visuospatial Abilities in Mathematical Reasoning of Referred College Students

Semantic retrieval (SR) and executive-procedural (EP), but not visuospatial (VS) skills, have been found to be uniquely predictive of mathematical calculation skills in a sample of clinically referred college students. This study set out to cross-validate these results in an independent sample of cl...

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Bibliographic Details
Published in:Assessment (Odessa, Fla.) Fla.), 2007-03, Vol.14 (1), p.94-104
Main Authors: Cirino, Paul T., Morris, Mary K., Morris, Robin D.
Format: Article
Language:English
Subjects:
Adolescent
Adult
Aptitude
Cognitive Processes
College Mathematics
College Students
Computation
Discrimination Learning
Female
Humans
Learning Disorders - diagnosis
Learning Disorders - psychology
Male
Mathematics
Mathematics Instruction
Mathematics Skills
Memory
Mental Disorders - diagnosis
Mental Disorders - psychology
Mental Recall
Neuropsychological Tests
Orientation
Pattern Recognition, Visual
Predictor Variables
Problem Solving
Psychometrics - statistics & numerical data
Psychomotor Performance
Referral and Consultation
Remedial Mathematics
Reproducibility of Results
Semantics
Spatial Ability
Students - psychology
Thinking Skills
Verbal Learning
Vocabulary
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Summary:Semantic retrieval (SR) and executive-procedural (EP), but not visuospatial (VS) skills, have been found to be uniquely predictive of mathematical calculation skills in a sample of clinically referred college students. This study set out to cross-validate these results in an independent sample of clinically referred college students (N = 337) as well as extend them by examination of the contributions of these cognitive domains to math reasoning skills. Results indicate that these cognitive domains were able to predict 30% of the variance in calculation skills and 50% of the variance in math reasoning; however, in both cases, only the domains of semantic retrieval and visuospatial skill contributed uniquely. Differences between studies, and the lack of unique contribution of the EP domain to either type of math skill, may be due to measurement and sampling differences, the degree of shared relations among domains, and the choice of measures that represent the EP domain. Implications and future directions are explored.
ISSN:1073-1911
1552-3489
DOI:10.1177/1073191106291487