File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1037/dev0001481
- Scopus: eid_2-s2.0-85142232554
- WOS: WOS:000878773100001
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: The relation between complement understanding and computational skills: A random intercept cross-lagged panel model.
Title | The relation between complement understanding and computational skills: A random intercept cross-lagged panel model. |
---|---|
Authors | |
Keywords | arithmetic principles complement computational skills cross-lagged |
Issue Date | 7-Nov-2022 |
Publisher | American Psychological Association |
Citation | Developmental Psychology, 2023, v. 59, n. 3, p. 431-441 How to Cite? |
Abstract | Understanding of the complement principle has been proposed as closely related to computational skills, but few studies have investigated their interrelations. The present longitudinal study attempted to clarify the picture by examining their potential cross-lagged relation. Fourth graders (n = 221) in Hong Kong received 3 cognitive assessments at intervals of 6 months, consisting of multiple measures of complement understanding, a nonverbal intelligence test, and a computational skills measure. A random intercept cross-lagged panel model revealed that complement understanding significantly predicted future computational skills, but the reciprocal prediction was nonsignificant. The findings provide empirical evidence supporting the close relation between complement understanding and computational skills and call for future endeavors to examine the interrelations between computational skills and understanding of other arithmetic principles. |
Persistent Identifier | http://hdl.handle.net/10722/331337 |
ISSN | 2023 Impact Factor: 3.1 2023 SCImago Journal Rankings: 1.631 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Yip, SKE | - |
dc.contributor.author | Wong, TYT | - |
dc.contributor.author | Kwan, KT | - |
dc.date.accessioned | 2023-09-21T06:54:50Z | - |
dc.date.available | 2023-09-21T06:54:50Z | - |
dc.date.issued | 2022-11-07 | - |
dc.identifier.citation | Developmental Psychology, 2023, v. 59, n. 3, p. 431-441 | - |
dc.identifier.issn | 0012-1649 | - |
dc.identifier.uri | http://hdl.handle.net/10722/331337 | - |
dc.description.abstract | <p>Understanding of the complement principle has been proposed as closely related to computational skills, but few studies have investigated their interrelations. The present longitudinal study attempted to clarify the picture by examining their potential cross-lagged relation. Fourth graders (<em>n</em> = 221) in Hong Kong received 3 cognitive assessments at intervals of 6 months, consisting of multiple measures of complement understanding, a nonverbal intelligence test, and a computational skills measure. A random intercept cross-lagged panel model revealed that complement understanding significantly predicted future computational skills, but the reciprocal prediction was nonsignificant. The findings provide empirical evidence supporting the close relation between complement understanding and computational skills and call for future endeavors to examine the interrelations between computational skills and understanding of other arithmetic principles. <br></p> | - |
dc.language | eng | - |
dc.publisher | American Psychological Association | - |
dc.relation.ispartof | Developmental Psychology | - |
dc.subject | arithmetic principles | - |
dc.subject | complement | - |
dc.subject | computational skills | - |
dc.subject | cross-lagged | - |
dc.title | The relation between complement understanding and computational skills: A random intercept cross-lagged panel model. | - |
dc.type | Article | - |
dc.identifier.doi | 10.1037/dev0001481 | - |
dc.identifier.scopus | eid_2-s2.0-85142232554 | - |
dc.identifier.volume | 59 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 431 | - |
dc.identifier.epage | 441 | - |
dc.identifier.eissn | 1939-0599 | - |
dc.identifier.isi | WOS:000878773100001 | - |
dc.identifier.issnl | 0012-1649 | - |