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A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement
The present study documented in two distinct population-based samples the contribution of preschool fluid and crystallized cognitive abilities to school achievement in primary school and examined the mediating role of crystallized abilities in this sequence of predictive associations. In both sample...
Autores principales: | , , , , , , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9674147/ https://www.ncbi.nlm.nih.gov/pubmed/36399469 http://dx.doi.org/10.1371/journal.pone.0276532 |
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author | Carpentier, Philippe Morneau-Vaillancourt, Geneviève Aubé, Sophie Matte-Gagné, Célia Denault, Anne-Sophie Brendgen, Mara Larose, Simon Petitclerc, Amélie Ouellet-Morin, Isabelle Carbonneau, René Feng, Bei Séguin, Jean Côté, Sylvana Vitaro, Frank Tremblay, Richard E. Dionne, Ginette Boivin, Michel |
author_facet | Carpentier, Philippe Morneau-Vaillancourt, Geneviève Aubé, Sophie Matte-Gagné, Célia Denault, Anne-Sophie Brendgen, Mara Larose, Simon Petitclerc, Amélie Ouellet-Morin, Isabelle Carbonneau, René Feng, Bei Séguin, Jean Côté, Sylvana Vitaro, Frank Tremblay, Richard E. Dionne, Ginette Boivin, Michel |
author_sort | Carpentier, Philippe |
collection | PubMed |
description | The present study documented in two distinct population-based samples the contribution of preschool fluid and crystallized cognitive abilities to school achievement in primary school and examined the mediating role of crystallized abilities in this sequence of predictive associations. In both samples, participants were assessed on the same cognitive abilities at 63 months (sample 1, n = 1072), and at 41 and 73 months (sample 2, n = 1583), and then with respect to their school achievement from grade 1 (7 years) to grade 6 (12 years). Preschool crystallized abilities were found to play a key role in predicting school achievement. They contributed substantially to school achievement in the early school years, but more modestly in the later years, due to the strong auto-regression of school achievement. They also mediated the association between fluid abilities and later school achievement in the early grades of school, with the former having modest direct contribution to the latter in the later grades. These findings are discussed regarding their implication for preventive interventions. |
format | Online Article Text |
id | pubmed-9674147 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-96741472022-11-19 A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement Carpentier, Philippe Morneau-Vaillancourt, Geneviève Aubé, Sophie Matte-Gagné, Célia Denault, Anne-Sophie Brendgen, Mara Larose, Simon Petitclerc, Amélie Ouellet-Morin, Isabelle Carbonneau, René Feng, Bei Séguin, Jean Côté, Sylvana Vitaro, Frank Tremblay, Richard E. Dionne, Ginette Boivin, Michel PLoS One Research Article The present study documented in two distinct population-based samples the contribution of preschool fluid and crystallized cognitive abilities to school achievement in primary school and examined the mediating role of crystallized abilities in this sequence of predictive associations. In both samples, participants were assessed on the same cognitive abilities at 63 months (sample 1, n = 1072), and at 41 and 73 months (sample 2, n = 1583), and then with respect to their school achievement from grade 1 (7 years) to grade 6 (12 years). Preschool crystallized abilities were found to play a key role in predicting school achievement. They contributed substantially to school achievement in the early school years, but more modestly in the later years, due to the strong auto-regression of school achievement. They also mediated the association between fluid abilities and later school achievement in the early grades of school, with the former having modest direct contribution to the latter in the later grades. These findings are discussed regarding their implication for preventive interventions. Public Library of Science 2022-11-18 /pmc/articles/PMC9674147/ /pubmed/36399469 http://dx.doi.org/10.1371/journal.pone.0276532 Text en © 2022 Carpentier et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Carpentier, Philippe Morneau-Vaillancourt, Geneviève Aubé, Sophie Matte-Gagné, Célia Denault, Anne-Sophie Brendgen, Mara Larose, Simon Petitclerc, Amélie Ouellet-Morin, Isabelle Carbonneau, René Feng, Bei Séguin, Jean Côté, Sylvana Vitaro, Frank Tremblay, Richard E. Dionne, Ginette Boivin, Michel A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement |
title | A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement |
title_full | A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement |
title_fullStr | A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement |
title_full_unstemmed | A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement |
title_short | A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement |
title_sort | sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9674147/ https://www.ncbi.nlm.nih.gov/pubmed/36399469 http://dx.doi.org/10.1371/journal.pone.0276532 |
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