A Study on Whether Nonverbal Inductive Reasoning Predicts Mathematical Performance

Autor/inn/en	Ren, Bingqian; Liang, Xiaotong; Li, Jingyi; Cao, Luyi; Zhou, Xinlin
Titel	A Study on Whether Nonverbal Inductive Reasoning Predicts Mathematical Performance
Quelle	In: Psychology in the Schools, 61 (2024) 1, S.137-154 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Xinlin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23049
Schlagwörter	Nonverbal Communication; Logical Thinking; Predictor Variables; Middle School Students; Grade 8; Mathematics Skills; Language Skills; Spatial Ability + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Prädiktor; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Räumliches Vorstellungsvermögen
Abstract	Mathematical performance plays a vital role in students' academic development. Studies have shown that some basic cognitive processes, including inductive reasoning, are critical for the development of mathematical performance. However, little empirical evidence has been accumulated regarding the association between inductive reasoning and mathematical performance. This study investigated whether inductive reasoning has a unique predictive effect on situational, verbalized, and symbolic mathematical performance. A total of 203 eighth-graders were recruited for a series of tasks. Results showed that when only gender and age were controlled for, inductive reasoning ability could significantly predict all types of mathematical performance. However, after controlling for general cognitive abilities, including language, spatial visualization, and working memory, inductive reasoning ability did not significantly predict any mathematical performance. By contrast, language and spatial ability showed independent predictions for mathematical performance. Results suggest that language and spatial abilities, other than inductive reasoning, could support mathematical processing. (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