Neuropsychological concomitants of calculation skills in college students referred for learning difficulties.
The contributions of 3 conceptual domains from a theoretical model of math skill (Geary, 1993) were examined in a large sample of college students referred for assessment of possible learning disorders. Measures were chosen from a comprehensive neuropsychological battery, and from the Wechsler Adult Intelligence Scale-Revised, to represent each of the 3 domains (semantic retrieval, executive-procedural, and visuospatial). The proposed model was examined using structural equation modeling (LISREL), and factors representing the 3 latent domains were derived. The domains of semantic retrieval and executive-procedural skills together accounted for approximately 17% of the variance in calculation skills. The domain of visuospatial skills failed to account for significant incremental variance.
Cirino
Paul T
PT
Regents Center for Learning Disorders, Georgia State University, Atlanta 30303, USA. pcirino@gsu.edu
Morris
Mary K
MK
Morris
Robin D
RD
D000293:Adolescent; D000328:Adult; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D008297:Male; D008432:Mathematical Computing; D008433:Mathematics; D009483:Neuropsychological Tests / Q000706:statistics & numerical data*; D011594:Psychometrics; D012017:Referral and Consultation; D015203:Reproducibility of Results; D014888:Wechsler Scales / Q000706:statistics & numerical data*