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Using Multivariate Statistics

https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

(1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Human cognitive abilities: A survey of factor analytic studies

This article reviews research on the use of situation models in language comprehension and memory retrieval over the past 15 years. Situation models are integrated mental representations of a described state of affairs. Significant progress has been made in the scientific understanding of how situation models are involved in language comprehension and memory retrieval. Much of this research focuses on establishing the existence of situation models, often by using tasks that assess one dimension of a situation model. However, the authors argue that the time has now come for researchers to begin to take the multidimensionality of situation models seriously. The authors offer a theoretical framework and some methodological observations that may help researchers to tackle this issue.

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Situation Models in Language Comprehension and Memory

Children's mathematical skills were considered in relation to executive functions. Using multiple measures-including the Wisconsin Card Sorting Task (WCST), dual-task performance, Stroop task, and counting span-it was found that mathematical ability was significantly correlated with all measures of executive functioning, with the exception of dual-task performance. Furthermore, regression analyses revealed that each executive function measure predicted unique variance in mathematics ability. These results are discussed in terms of a central executive with diverse functions (Shallice & Burgess, 1996) and with recent evidence from Miyake, et al. (2000) showing the unity and diversity among executive functions. It is proposed that the particular difficulties for children of lower mathematical ability are lack of inhibition and poor working memory, which result in problems with switching and evaluation of new strategies for dealing with a particular task. The practical and theoretical implications of these re...

Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory

A metacognitive perspective assumes there to be a close relation between areas of learning skills and metacognitive monitoring processes. This relation has been emphasised many times for areas such as memory and reading, but comparatively little systematic evidence has been gathered for mathematics. In order to assess this latter aspect, this research has examined the success level in a standardised mathematical test and the awarenesses regarding the control processes (prediction, planning, monitoring, and evaluation) during the execution of the test of 397 thirdgrade and 394 fourth-grade children. Analysis of the results showed that the numerical and geometrical problem-solving abilities are most strongly related to metacognitive capabilities. In arithmetic, this relation is clearly present only for third-graders.

Mathematics and Metacognition: What is the Nature of the Relationship?.

Three experiments examined whether visuo-spatial working memory is involved in processing spatial descriptions and tested whether different processes within the visuo-spatial working memory are involved in processing different kinds of descriptions. Experiment 1 considered the performance of two groups with low and high visuo-spatial working memory abilities in memorising the description of a city. The high visuo-spatial working memory group had a better memory performance than the low visuo-spatial working memory group. In Experiment 2, the Brooks' (1967) task was adapted to investigate the selective interference of four different concurrent tasks (a verbal, a visual, a spatial-sequential, and a spatial-simultaneous task) on the recall of short abstract, visual and spatial texts. In Experiment 3, the same distinction was extended to longer and natural descriptions of different environments. Participants listened to three descriptions: a description that mainly stressed the visual properties of an environ...

The role of distinct components of visuo-spatial working memory in the processing of texts.

This study investigated whether the lack of visual experience affects the ability to create spatial inferential representations of the survey type. We compared the performance of persons with congenital blindness and that of blindfolded sighted persons on four survey representation-based tasks (Experiment 1). Results showed that persons with blindness performed better than blindfolded sighted controls. We repeated the same tests introducing a third group of persons with late blindness (Experiment 2). This last group performed better than blindfolded sighted participants, whereas differences between participants with late and congenital blindness were nonsignificant. The present findings are compatible with results of other studies, which found that when visual perception is lacking, skill in gathering environmental spatial information provided by nonvisual modalities may contribute to a proper spatial encoding. It is concluded that, although it cannot be asserted that total lack of visual experience incurs no cost, our findings are further evidence that visual experience is not a necessary condition for the development of spatial inferential complex representations.

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Visual experience is not necessary for efficient survey spatial cognition: evidence from blindness.

The study of visuospatial imagery processes in totally congenitally blind people makes it possible to understand the specific contribution of visual experience for imagery processes. We argue that blind people may have visuospatial imagery processes, but they suffer from some capacity limitations. Similar, although smaller, limitations and individual differences may be found in sighted people. Visuospatial imagery capacity was explored by asking people to follow an imaginary pathway through either two- or three-dimensional matrices of different complexity. The blind appear to use specific visuospatial processes in this task (Experiments 2 and 3), but they have difficulty with three-dimensional matrices; sighted people have no such difficulty with three-dimensional matrices (Experiment 1). On the other hand, when a three-dimensional pattern exceeded sighted capacity, the blind and sighted showed similar patterns oferrors. Subsequent analyses suggested that both visuospatial processes and verbal mediation were used.

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Individual differences in the capacity limitations of visuospatial short-term memory : research on sighted and totally congenitally blind people

A large body of literature has examined the relationship between working memory and arithmetic achievement, but results are still ambiguous. To examine this relationship, we compared the performance of third and fifth graders with arithmetic difficulties (AD) and controls of the same age, grade, and verbal intelligence on a battery of working memory tasks, differentiating between different aspects of working memory. Children with AD scored significantly lower on active working memory tasks requiring manipulation of the to-be-recalled information (Listening Completion task, Corsi Span Backwards, Digit Backwards), but not in passive working memory tasks, requiring the recall of information in the same format in which it had been presented (Digit, Word, and Corsi Forwards Span tasks), nor in tasks involving word processing (word articulation rate, forwards and backwards word spans). A regression analysis showed that the best predictors of differences between AD children and the control group were the Corsi S...

Cesare Cornoldi

Papers

Mathematics and Metacognition: What is the Nature of the Relationship?.

The role of distinct components of visuo-spatial working memory in the processing of texts.

Visual experience is not necessary for efficient survey spatial cognition: evidence from blindness.

Individual differences in the capacity limitations of visuospatial short-term memory : research on sighted and totally congenitally blind people

Working Memory Failures in Children with Arithmetical Difficulties