World general knowledge facts

What Is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-analytic Studies Ünal, Zehra E.; Greene, Nathaniel R.; Lin, Xin; Geary, David C. Educational Psychology Review: Vol. 35 Issue 1, p. 4, 2023. Abstract Two meta-analyses assessed whether the relations between reading and mathematics outcomes could be explained through overlapping skills (e.g., systems for word and fact retrieval) or domain-general influences (e.g., top-down attentional control). The first (378 studies, 1,282,796 participants) included weighted random-effects meta-regression models to explore and contrast the magnitudes of the links between dif-ferent reading and mathematical competencies. The second (138 studies, 39,836 par-ticipants) used meta-analytic structural equation modeling to determine the influence of a domain-general factor, defined by intelligence, executive functioning, working and short-term memory, and processing speed measures, on the link between read-ing and ...

What lies beneath the structure of intelligence? Overview of the special issue on the processes underlying intelligence - ScienceDirect https://ift.tt/tX4idP6 ****************************************** Kevin S. McGrew, PhD Educational & School Psychologist Director Institute for Applied Psychometrics (IAP) https://www.themindhub.com ****************************************** from IQ's Corner https://ift.tt/bkIoU2D via IFTTT https://ift.tt/iDv9P1s

 Effectiveness of digital game-based trainings in children with neurodevelopmental disorders: A meta-analysis - ScienceDirect  https://ift.tt/7EFSLaz Abstract Digital game-based training programs have recently been used to train the cognitive abilities of children with neurodevelopmental disorders (NDDs). However, the effects of training remain controversial. The present meta-analysis explored the effectiveness of digital game-based training in children with NDDs and examined the possible moderators of its effects. Twenty-nine studies with cognitive outcomes in 1535 children were included in the present meta-analysis. The results showed that digital game-based training could significantly enhance the core cognitive abilities of children with each type of NDDs and that training could be used remotely. Meanwhile, task content and game features of digital game-based interventions separately make unique and significant contributions to the training effects, suggesting that the...