Abstract
Processing speed is divided into general (including perceptual speed and decision speed) and specific processing speed (including reading fluency and arithmetic fluency). Despite several study findings reporting the association between processing speed and children’s mathematical achievement, it is still unclear whether general or specific processing speed differentially predicts mathematical achievement. The current study aimed to examine the role of general and specific processing speed in predicting mathematical achievements of junior high school students. Cognitive testing was performed in 212 junior school students at the beginning of the 7th grade year, along with assessment of general and specific processing speed. Relevant academic achievement scores were also recorded at the end of the 7th and 9th grade years. Hierarchical regression analyses showed that specific processing speed made a significant unique contribution in mathematical achievement by the end of the 7th grade and could significantly predict mathematical achievements in the high school entrance examinations by end of the 9th grade after controlling for age, gender, and general cognitive abilities. However, general processing speed could not predict mathematical achievements. Moreover, specific processing speed could significantly predict all academic achievements for both the 7th and 9th grade. These results demonstrated that specific processing speed, rather than general processing speed, was able to predict mathematical achievement and made a generalised contribution to all academic achievements in junior school. These findings suggest that specific processing speed could be a reflection of academic fluency and is therefore critical for long-term academic development.
Highlights
Introduction iationsProcessing speed refers to the cognitive ability to perform simple routine cognitive tasks quickly, regularly, and fluently
The results showed that specific processing speed—reading fluency and arithmetic fluency—rather than general processing speed made a significant unique contribution to mathematical achievements in Grade 7, and it predicted mathematical achievements in the 9th grade high school entrance examinations
These results suggest that specific processing speed, rather than general processing speed, could predict mathematical achievement; this prediction could be generalised to academic achievements of major subjects among junior high school students
Summary
Processing speed refers to the cognitive ability to perform simple routine cognitive tasks quickly, regularly, and fluently. Several existing studies reported that processing speed is associated with children’s mathematical achievement (Bull and Johnston 1997; Cowan et al 2011; Fuchs et al 2006; Fung et al.2014; Geary 2011; Hecht et al 2001; Lambert and Spinath 2017; Leikin et al 2014; Lin. 2020; Passolunghi and Lanfranchi 2012; Rohde and Thompson 2007; Taub et al 2008; Träff et al 2017). Prior studies demonstrated that processing speed significantly predicted mathematical achievement. Symbolic processing speed is closely associated with children’s.
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