State and Trait Effects on Individual Differences in Children's Mathematical Development
Substantial longitudinal relations between children's early mathematics achievement and their much later mathematics achievement are firmly established. These findings are seemingly at odds with studies showing that early educational interventions have diminishing effects on children's mat...
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| Veröffentlicht in: | Psychological science 2014-11, Vol.25 (11), p.2017-2026 |
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| container_title | Psychological science |
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| creator | Bailey, Drew H. Watts, Tyler W. Littlefield, Andrew K. Geary, David C. |
| description | Substantial longitudinal relations between children's early mathematics achievement and their much later mathematics achievement are firmly established. These findings are seemingly at odds with studies showing that early educational interventions have diminishing effects on children's mathematics achievement across time. We hypothesized that individual differences in children's later mathematical knowledge are more an indicator of stable, underlying characteristics related to mathematics learning throughout development than of direct effects of early mathematical competency on later mathematical competency. We tested this hypothesis in two longitudinal data sets, by simultaneously modeling effects of latent traits (stable characteristics that influence learning across time) and states (e.g., prior knowledge) on children's mathematics achievement over time. Latent trait effects on children's mathematical development were substantially larger than state effects. Approximately 60% of the variance in trait mathematics achievement was accounted for by commonly used control variables, such as working memory, but residual trait effects remained larger than state effects. Implications for research and practice are discussed. |
| doi_str_mv | 10.1177/0956797614547539 |
| format | Article |
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These findings are seemingly at odds with studies showing that early educational interventions have diminishing effects on children's mathematics achievement across time. We hypothesized that individual differences in children's later mathematical knowledge are more an indicator of stable, underlying characteristics related to mathematics learning throughout development than of direct effects of early mathematical competency on later mathematical competency. We tested this hypothesis in two longitudinal data sets, by simultaneously modeling effects of latent traits (stable characteristics that influence learning across time) and states (e.g., prior knowledge) on children's mathematics achievement over time. Latent trait effects on children's mathematical development were substantially larger than state effects. Approximately 60% of the variance in trait mathematics achievement was accounted for by commonly used control variables, such as working memory, but residual trait effects remained larger than state effects. Implications for research and practice are discussed.</description><identifier>ISSN: 0956-7976</identifier><identifier>EISSN: 1467-9280</identifier><identifier>DOI: 10.1177/0956797614547539</identifier><identifier>PMID: 25231900</identifier><language>eng</language><publisher>Los Angeles, CA: Sage Publications, Inc</publisher><subject>Achievement ; Biological and medical sciences ; Child ; Child Development ; Children ; Children & youth ; Cognitive development ; Competency based learning ; Developmental psychology ; Early intervention ; Education ; Educational psychology ; Female ; Follow-Up Studies ; Fundamental and applied biological sciences. Psychology ; Humans ; Individual differences ; Individuality ; Intelligence ; Learning ; Longitudinal Studies ; Male ; Mathematics ; Memory, Short-Term ; Middle school students ; Prior knowledge ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. 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These findings are seemingly at odds with studies showing that early educational interventions have diminishing effects on children's mathematics achievement across time. We hypothesized that individual differences in children's later mathematical knowledge are more an indicator of stable, underlying characteristics related to mathematics learning throughout development than of direct effects of early mathematical competency on later mathematical competency. We tested this hypothesis in two longitudinal data sets, by simultaneously modeling effects of latent traits (stable characteristics that influence learning across time) and states (e.g., prior knowledge) on children's mathematics achievement over time. Latent trait effects on children's mathematical development were substantially larger than state effects. Approximately 60% of the variance in trait mathematics achievement was accounted for by commonly used control variables, such as working memory, but residual trait effects remained larger than state effects. Implications for research and practice are discussed.</description><subject>Achievement</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child Development</subject><subject>Children</subject><subject>Children & youth</subject><subject>Cognitive development</subject><subject>Competency based learning</subject><subject>Developmental psychology</subject><subject>Early intervention</subject><subject>Education</subject><subject>Educational psychology</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Humans</subject><subject>Individual differences</subject><subject>Individuality</subject><subject>Intelligence</subject><subject>Learning</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Mathematics</subject><subject>Memory, Short-Term</subject><subject>Middle school students</subject><subject>Prior knowledge</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Short term memory</subject><issn>0956-7976</issn><issn>1467-9280</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNqNkU2LFDEQhhtR3HH17kVpENFLa77TuQgyrrqw4sEVvIV0urKToTs9JukB_71pZtxdFwSTQ6jUU2-9SVXVU4zeYCzlW6S4kEoKzDiTnKp71QozIRtFWnS_Wi3pZsmfVI9S2qKyJBUPqxPCCcUKoVX141s2GWoT-voyGp_rM-fA5lRPoT4Pvd_7fjZD_cGX6wjBQqp9qNcbP_QlfJXqLyZvYDTZ2wWDPQzTboSQH1cPnBkSPDmep9X3j2eX68_NxddP5-v3F40tlnMjO4dE27VgBCU9CO4QIQj6EhoJYBWjrnWFddwxCR3hncS8M8ICdtwaelq9O-ju5m6E3pbW0Qx6F_1o4i89Ga__zgS_0VfTXjOiyiZF4PVRIE4_Z0hZjz5ZGAYTYJqTxoIyJojk-D_Q4p1LqkRBX9xBt9McQ_kJjRWlkklFFkF0oGycUorgrn1jpJcJ67sTLiXPb7_3uuDPSAvw8giYVGbiognWpxtOIcpaIgvXHLhkruCWu383fnbgtylP8UZPCIEpE_Q3LiDE0Q</recordid><startdate>20141101</startdate><enddate>20141101</enddate><creator>Bailey, Drew H.</creator><creator>Watts, Tyler W.</creator><creator>Littlefield, Andrew K.</creator><creator>Geary, David C.</creator><general>Sage Publications, Inc</general><general>SAGE Publications</general><general>Sage Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20141101</creationdate><title>State and Trait Effects on Individual Differences in Children's Mathematical Development</title><author>Bailey, Drew H. ; Watts, Tyler W. ; Littlefield, Andrew K. ; Geary, David C.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c547t-7bf068b8ea632de65f0220eda63a7eec943f8fc54f5f47eb25b715ba6ce1f5ca3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Achievement</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child Development</topic><topic>Children</topic><topic>Children & youth</topic><topic>Cognitive development</topic><topic>Competency based learning</topic><topic>Developmental psychology</topic><topic>Early intervention</topic><topic>Education</topic><topic>Educational psychology</topic><topic>Female</topic><topic>Follow-Up Studies</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Humans</topic><topic>Individual differences</topic><topic>Individuality</topic><topic>Intelligence</topic><topic>Learning</topic><topic>Longitudinal Studies</topic><topic>Male</topic><topic>Mathematics</topic><topic>Memory, Short-Term</topic><topic>Middle school students</topic><topic>Prior knowledge</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Short term memory</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Bailey, Drew H.</creatorcontrib><creatorcontrib>Watts, Tyler W.</creatorcontrib><creatorcontrib>Littlefield, Andrew K.</creatorcontrib><creatorcontrib>Geary, David C.</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Psychological science</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bailey, Drew H.</au><au>Watts, Tyler W.</au><au>Littlefield, Andrew K.</au><au>Geary, David C.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>State and Trait Effects on Individual Differences in Children's Mathematical Development</atitle><jtitle>Psychological science</jtitle><addtitle>Psychol Sci</addtitle><date>2014-11-01</date><risdate>2014</risdate><volume>25</volume><issue>11</issue><spage>2017</spage><epage>2026</epage><pages>2017-2026</pages><issn>0956-7976</issn><eissn>1467-9280</eissn><abstract>Substantial longitudinal relations between children's early mathematics achievement and their much later mathematics achievement are firmly established. These findings are seemingly at odds with studies showing that early educational interventions have diminishing effects on children's mathematics achievement across time. We hypothesized that individual differences in children's later mathematical knowledge are more an indicator of stable, underlying characteristics related to mathematics learning throughout development than of direct effects of early mathematical competency on later mathematical competency. We tested this hypothesis in two longitudinal data sets, by simultaneously modeling effects of latent traits (stable characteristics that influence learning across time) and states (e.g., prior knowledge) on children's mathematics achievement over time. Latent trait effects on children's mathematical development were substantially larger than state effects. 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| subjects | Achievement Biological and medical sciences Child Child Development Children Children & youth Cognitive development Competency based learning Developmental psychology Early intervention Education Educational psychology Female Follow-Up Studies Fundamental and applied biological sciences. Psychology Humans Individual differences Individuality Intelligence Learning Longitudinal Studies Male Mathematics Memory, Short-Term Middle school students Prior knowledge Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Short term memory |
| title | State and Trait Effects on Individual Differences in Children's Mathematical Development |
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