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Assessment
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Semantic, Executive, and Visuospatial Abilities in Mathematical Reasoning of Referred College Students

Paul T. Cirino

Texas Institute for Measurement, Evaluation, and Statistics (TIMES); University of Houston, pcirino{at}uh.edu

Mary K. Morris

Georgia State University

Robin D. Morris

Georgia State University

Semantic retrieval (SR) and executive-procedural (EP), but not visuospatial (VS) skills, have been found to be uniquely predictive of mathematical calculation skills in a sample of clinically referred college students. This study set out to cross-validate these results in an independent sample of clinically referred college students (N = 337) as well as extend them by examination of the contributions of these cognitive domains to math reasoning skills. Results indicate that these cognitive domains were able to predict 30% of the variance in calculation skills and 50% of the variance in math reasoning; however, in both cases, only the domains of semantic retrieval and visuospatial skill contributed uniquely. Differences between studies, and the lack of unique contribution of the EP domain to either type of math skill, may be due to measurement and sampling differences, the degree of shared relations among domains, and the choice of measures that represent the EP domain. Implications and future directions are explored.

Key Words: math reasoning • executive • visuospatial • retrieval • neuropsychology

Assessment, Vol. 14, No. 1, 94-104 (2007)
DOI: 10.1177/1073191106291487
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