Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

497
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
497
Correlations02:20

Correlations

35.7K
Correlation means that there is a relationship between two or more variables (such as ice cream consumption and crime), but this relationship does not necessarily imply cause and effect. When two variables are correlated, it simply means that as one variable changes, so does the other. We can measure correlation by calculating a statistic known as a correlation coefficient. A correlation coefficient is a number from -1 to +1 that indicates the strength and direction of the relationship between...
35.7K
Cognitive Development During Adolescence01:18

Cognitive Development During Adolescence

470
During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the...
470
Language and Cognition01:27

Language and Cognition

696
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
696
Theory of Attribution II: Kelley's Covariation Theory01:29

Theory of Attribution II: Kelley's Covariation Theory

470
Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus:...
470
Biological Influences on Intelligence01:30

Biological Influences on Intelligence

462
Intelligence is often thought to be linked to brain size, but the relationship is more complex than that. While brain size does correlate modestly with some abilities, like verbal skills, the connection is weaker for others, such as spatial reasoning. Other factors, like brain structure, also play crucial roles. For instance, despite Einstein's smaller-than-average brain, his parietal cortex, which is involved in spatial reasoning, was 15% wider, suggesting that neural density might matter...
462

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Health-related quality of life in COVID-19 in the United Kingdom: a vignette study.

Health economics review·2026
Same author

Editorial: Educating the educators in digital STEM-education - the impact of teacher training and their further education.

Frontiers in psychology·2026
Same author

Schwann cells as a therapeutic target for amyotrophic lateral sclerosis: A TDP-43 focussed review.

Neurochemistry international·2025
Same author

Introducing CACIE: Development of the first Conceptual Assessment of Children's Ideas about Evolution.

PloS one·2025
Same author

Natural history museum visitors' use of key concepts and misconceptions in written explanations of evolutionary scenarios.

Public understanding of science (Bristol, England)·2025
Same author

Archaeosomes for Oral Drug Delivery: From Continuous Microfluidics Production to Powdered Formulations.

Pharmaceutics·2024

Related Experiment Video

Updated: Jan 10, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

4.9K

Cross-Lagged Relationships Between Cognitive Ability and Math Achievement.

Daniela Fiedler1, Samantha Barton2, Ulrike Kipman3

  • 1Department of Educational Psychology, University of Rostock, August-Bebel-Str. 28, 18051 Rostock, Germany.

Journal of Intelligence
|November 26, 2025
PubMed
Summary

Cognitive abilities predict math success in primary students, but not vice-versa. Math achievement slightly influences cognitive development over time, highlighting the importance of math knowledge acquisition.

Keywords:
cognitive abilitiescross-lagged effectsintelligencelongitudinal designmath achievementprimary school children

More Related Videos

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
06:52

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

Published on: September 17, 2019

6.7K
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.5K

Related Experiment Videos

Last Updated: Jan 10, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

4.9K
Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
06:52

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

Published on: September 17, 2019

6.7K
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.5K

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • The link between cognitive abilities and math achievement is established, but their developmental relationship is debated.
  • Longitudinal studies on primary school children are scarce, limiting understanding of mutual effects.

Purpose of the Study:

  • To investigate the unidirectional vs. reciprocal relationship between cognitive ability and math achievement in primary students.
  • To examine the stability of intelligence and math achievement over time.
  • To address the gap in longitudinal data with more than two measurement points.

Main Methods:

  • Longitudinal study with 1726 primary school students examined annually over four years.
  • Analysis of construct-specific latent variables and cross-lagged effects.
  • Four measurement occasions to track changes in cognitive ability and math achievement.

Main Results:

  • A unidirectional relationship was found: cognitive abilities predict math achievement.
  • Math achievement showed a slight, increasing influence on cognitive ability over time.
  • Both cognitive ability and math achievement demonstrated high stability in primary school children.

Conclusions:

  • Cognitive abilities are a primary driver of math success in early education.
  • Math knowledge acquisition plays a role in cognitive development, though secondary to cognitive ability's influence.
  • Intelligence and math skills are relatively stable during primary school years.