Analogical Visuospatial Matrix Reasoning, Verbal Relational Reasoning, Verbal IQ and Memory Relationships With Maths and Science: A Behavioural and fMRI Study

Abstract

There is no research that combines behavioural and functional magnetic resonance imaging (fMRI) research approaches to investigate the relationships between analogical reasoning and the mediating and moderating effects of working memory, verbal IQ, visuospatial and verbal reasoning on students’ performance of maths and science. This paper investigates all these multiple relationships between working memory (WM), verbal IQ, visuospatial and verbal reasoning with performance in maths and science accuracy. The multimethod research consists of a behavioural survey and a fMRI neuroscience investigating the interactive and multiple relationships of all cognitive independent variables (IVs) with the dependent variables (DVs) of maths and science performance. Using structural Equation Modelling (SEM) and Warp Partial Least Squares (Warp PLS) analytical approach, the research discusses the findings of both, the behavioural and fMRI data. The adolescent sample (N=34) for the behavioural and fMRI study, was recruited from consenting schools in London, UK, and consisted of equal numbers of girls and boys between 11-15 years old. The hypothesised behavioural SEM model predicted positive relationships between all the independent variables (IV) of visuospatial matrix reasoning (VSMatAR), verbal analogical reasoning (VerbAR), verbal working memory (VWM), visuospatial working memory (VSWM) and verbal IQ, with performance in maths and science accuracy. The findings support all hypotheses except two and identifies verbal IQ, Verbal WM and VerbAR as the three strongest predictors of maths and science accuracy. The hypothesised fMRI SEM, produced mixed results, which supported some of the hypothesised relationships between the IVs of verbal AR and VSMatrix AR associations and four brain regions, namely, the bilateral dorso lateral prefrontal cortex (DLPFC), Parietal, Temporal and pre-supplementary motor area (PSMA). The paper makes two original contributions, firstly, by testing the hypothesis that Verbal WM mediates the independent variables’ effects on maths and science outcomes. And secondly, by using Warp PLS to test the SEM (behavioural and fMRI) models’ multiple non-linear interactions simultaneously between the IVs with the DVs of maths and science accuracy. The research produced some interesting new insights relevant for educational practitioners regarding the strong relationships between Verbal analogical reasoning and maths and science performance for adolescent students.