Assessing the association between parents' math talk and children's math performance: A preregistered meta-analysis.

The home math environment has gained considerable attention as a potential cause of variation in children's math performance, and recent research has suggested positive associations between parents' math talk and children's mathematical performance. However, the extent to which associations reflect robust causal effects is difficult to test. In a preregistered meta-analysis, we assess the association between parents' math talk and children's math performance. Our initial search identified 24,291 potential articles. After screening, we identified 22 studies that were included in analyses (k = 280 effect sizes, n = 35,917 participants). A multilevel random effects meta-analysis was employed, finding that parents' math talk is significantly associated with children's math performance (b = 0.10, SE = 0.03, p = .002). We tested whether associations differ as a function of sample characteristics, observation context, observation length, type of math talk and math performance measured, and modeling approaches to math talk variable analysis. In addition, we tested whether associations are robust to the inclusion of strong baseline covariates and found that effects attenuated when children's domain-general and/or prior math abilities are included. We discuss plausible bounds of the effects of parents' math talk on children's mathematical performance to inform power analyses and experimental work on the impact of parents' math language on children's math learning.

Fraction Ball impact on student and teacher math talk and behavior.

We assessed the impacts of Fraction Ball-a novel suite of games combining the benefits of embodied guided play for math learning-on the math language production and behavior of students and teachers. In the Pilot Experiment, 69 fifth and sixth graders were randomly assigned to play four different Fraction Ball games or attend normal physical education class. The Efficacy Experiment was implemented to test improvements made through co-design with teachers with 160 fourth through sixth graders. Researchers observed and coded for use of math language and behavior. Playing Fraction Ball resulted in consistent increases of students' and teachers' use of fraction (SDs = 0.98-2.42) and decimal (SDs = 0.65-1.64) language and number line arithmetic, but not in whole number, spatial language, counting, instructional gesturing, questioning, and planning. We present evidence of the math language production in physical education and value added by Fraction Ball to support rational number language and arithmetic through group collaboration.

Effects of homicide timing on test scores: Quasi-experimental evidence from two cities in Colombia.

This study examines the effect of homicides around schools on the standardized test scores of fifth and ninth graders (N = 4729; Mage = 12.71 years, SDage = 2.13) using a quasi-experimental design in two Colombian cities. Exposure to homicides occurring within 7 days of the test and within 500 m of the school decreases test scores by 0.10 SD. Effects show a greater sensitivity to timing than distance, becoming null as the time to the testing date increases but remaining consistent across larger radii. Since students in the study are on average exposed to 12.1 homicides per year, even short-lived learning losses can accumulate to impair learning for substantial portions of the school year. Findings are discussed, considering previous empirical work.

Girls' comparative advantage in language arts explains little of the gender gap in math-related fields: A replication and extension.

Women remain underrepresented in most math-intensive fields. [Breda and Napp, Proc. Natl. Acad. Sci. U.S.A. 116, 15435 (2019)] reported that girls' comparative advantage in reading over math (i.e., the intraindividual differences between girls' reading vs. math performance, compared to such differences for boys) could explain up to 80% of the gender gap in students' intentions to pursue math-intensive studies and careers, in conflict with findings from previous research. We conducted a conceptual replication and expanded upon Breda and Napp's study by using new global data (PISA2018, N = 466,165) and a recent US nationally representative longitudinal study (High School Longitudinal Study of 2009, N = 6,560). We coded students' intended majors and careers and their actual college majors. The difference between a student's math vs. reading performance explained only small proportions of the gender gap in students' intentions to pursue math-intensive fields (0.4 to 10.2%) and in their enrollment in math-intensive college majors (12.3%). Consistent with previous studies, our findings suggest girls' comparative advantage in reading explains a minority of the gender gap in math-related majors and occupational intentions and choices. Potential reasons for differences in the estimated effect sizes include differences in the operationalization of math-related choices, the operationalization of math and reading performance, and possibly the timing of measuring intentions and choices. Therefore, it seems premature to conclude that girls' comparative advantage in reading, rather than the cumulative effects of other structural and/or psychological factors, can largely explain the persistent gender gap in math-intensive educational and career choices.

Design and Analytic Features for Reducing Biases in Skill-Building Intervention Impact Forecasts.

Despite policy relevance, longer-term evaluations of educational interventions are relatively rare. A common approach to this problem has been to rely on longitudinal research to determine targets for intervention by looking at the correlation between children's early skills (e.g., preschool numeracy) and medium-term outcomes (e.g., first-grade math achievement). However, this approach has sometimes over-or under-predicted the long-term effects (e.g., 5th-grade math achievement) of successfully improving early math skills. Using a within-study comparison design, we assess various approaches to forecasting medium-term impacts of early math skill-building interventions. The most accurate forecasts were obtained when including comprehensive baseline controls and using a combination of conceptually proximal and distal short-term outcomes (in the nonexperimental longitudinal data). Researchers can use our approach to establish a set of designs and analyses to predict the impacts of their interventions up to two years post-treatment. The approach can also be applied to power analyses, model checking, and theory revisions to understand mechanisms contributing to medium-term outcomes.

Developmental changes in students' use of dimensional comparisons to form ability self-concepts in math and verbal domains.

Dimensional comparisons (i.e., comparing own performances across domains) may drive an increasing differentiation in students' math and verbal self-concepts over time, but little longitudinal research has directly tested this assumption. Using cross-sequential data spanning Grades 1-12 (N = 1069, ages 6-18, 92% White, 2% Black, 51% female, collected 1987-1996), this study charted age-related changes in the role of dimensional comparisons in students' ability self-concept formation. It used three types of self-concept measures: peer comparisons, cross-domain comparisons, and no comparisons. Results indicated that the increase in students' use of dimensional comparisons in self-evaluations substantially contributed to the increasing differentiation in students' math and verbal self-concepts over time. Findings highlight the importance of dimensional comparisons in the development of students' ability self-concepts.

Triangulating on developmental models with a combination of experimental and nonexperimental estimates.

Plausible competing developmental models show similar or identical structural equation modeling model fit indices, despite making very different causal predictions. One way to help address this problem is incorporating outside information into selecting among models. This study attempted to select among developmental models of children's early mathematical skills by incorporating information about the extent to which models forecast the longitudinal pattern of causal impacts of early math interventions. We tested for the usefulness and validity of the approach by applying it to data from three randomized controlled trials of early math interventions with longitudinal follow-up assessments in the United States (Ns = 1,375, 591, 744; baseline age 4.3, 6.5, 4.4; 17%-69% Black). We found that, across data sets, (a) some models consistently outperformed other models at forecasting later experimental impacts, (b) traditional statistical fit indices were not strongly related to causal fit as indexed by models' accuracy at forecasting later experimental impacts, and (c) models showed consistent patterns of similarity and discrepancy between statistical fit and models' effectiveness at forecasting experimental impacts. We highlight the importance of triangulation and call for more comparisons of experimental and nonexperimental estimates for choosing among developmental models. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Shared and unique affective abnormalities in schizotypy dimensions.

Attention to affect is theoretically a precursor to one's ideal affect (i.e., preference for feeling low- and high-arousal positive and negative affect) and emotion regulation (ER). In schizotypy, there have been mixed findings regarding abnormalities in attention to affect. At the same time, little is known about ideal affect in schizotypy or whether differences in ideal affect or ER difficulties in schizotypy are driven by attention to affect. Thus, this study aimed to identify shared and unique abnormalities in attention to affect, ideal affect, and ER difficulties in schizotypy, and to test whether attention to affect underlies differences in ideal affect and ER difficulties. Using groups of individuals with either extreme levels of social anhedonia (SocAnh; n = 181), extreme levels of perceptual aberrations/magical ideation (PerMag; n = 105), or individuals low on both (i.e., controls; n = 531), we tested group differences in attention to affect, ideal affect, and ER difficulties. Our findings suggest both shared and unique affective abnormalities; compared to controls, the SocAnh group paid the least attention to positive affect. Only PerMag had heightened attention to negative affect compared to controls. Additionally, we found unique abnormalities relating to ideal affect but mostly shared difficulties in ER in schizotypy. Abnormalities in ideal affect and ER remain largely consistent after accounting for attention to affect for PerMag, suggesting that attention to affect is not the primary mechanism driving these abnormalities. However, we found evidence that attention to affect underlies some SocAnh-control group differences in ideal affect and ER difficulties. Our work helps to clarify prior work and contributes to the understanding of shared and unique affective abnormalities in schizotypy. Future research may consider longitudinal approaches to test causal mechanisms of affective abnormalities in schizotypy.

A multilevel meta-analysis on the causal effect of approximate number system training on symbolic math performance.

We performed a meta-analysis of approximate number system (ANS) training studies to investigate the strength of the causal effects of practicing ANS related tasks on symbolic math performance. Across 33 effect sizes from 11 studies involving 754 participants, for which neither the treatment nor control group received symbolic training, we found a small nonsignificant and sensitive effect of ANS training on symbolic math task performance (g = .11, 95% confidence interval, CI [-.01, .22]; precision-effect estimate with standard errors (PEESE) adjusted g = -.04, 95% CI [-.58, .50]). Some heterogeneity was accounted for by participant age, with larger estimates for adults than for children. Estimates did not vary significantly by ANS training type, training duration, and control group type. An exploratory analysis on the transfer effects of ANS training on untrained nonsymbolic tasks suggests weak support for the key auxiliary assumption that ANS training has substantial effects on a general ANS, indicating that the training literature may not adequately represent theories of how ANS influences symbolic number performance. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Dual-task studies of working memory and arithmetic performance: A meta-analysis.

We performed a meta-analysis of dual-task experiments to assess the robustness of the effects of conducting working memory secondary tasks on arithmetic performance. Four hundred effect sizes from 21 studies from 1,049 participants were analyzed across a variety of specifications. Results revealed that increases in working memory load resulted in slower (7% to 19% reduction) speed of solving of arithmetic problems. Of the potential moderators, working memory load type (i.e., central executive, phonological loop, and visuospatial sketchpad), arithmetic task type (e.g., addition verification, approximate addition, exact multiplication), and authors' predictions for significance which served as a proxy for cross-talk were statistically significant across specifications, but participants' age was not. Working memory load type was the most substantial moderator, with central executive tasks leading to the greatest slowing of performance, suggesting that the cognitive complexity of a working memory task may exert a larger influence on performance than the domain-specific overlapping processing demands of similar tasks. We discuss the apparent discrepancy between these findings and findings from correlational studies of the relation between arithmetic performance and working memory, which have reported similar correlations across working memory domains, on average. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Reciprocal effects of reading and mathematics? Beyond the cross-lagged panel model.

Prior nonexperimental studies have been used to conclude that children's reading and mathematics achievement bidirectionally influence each other over time, with strong paths from (a) early reading to later mathematics and (b) early mathematics to later reading. In the most influential study on the topic, the early math-to-later-reading path was reported to be stronger than the early reading-to-later-math path (Duncan et al., 2007). Yet prior estimates may be confounded by stable environmental and personal factors influencing both reading and mathematics achievement. We reexamined the bidirectional relations between reading and mathematics achievement using both traditional models and extensions intended to account for unmeasured confounding. Results based on a large nationally representative sample of children from kindergarten to 3rd grade (N = 9,612) indicated that the estimated effects between reading and mathematics achievement differ substantially after accounting for the confounding effects of stable unmeasured factors. In these models, autoregressive and cross-lagged paths were substantially reduced. The finding that early mathematics predicts later reading more strongly than early reading predicts later math disappears and sometimes reverses, suggesting that larger paths from math to reading than from reading to math in previous related analyses are not causally informative. Stability in early mathematics and reading achievement resulted from substantially overlapping time invariant factors that correlate above .90. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions.

Some environmental influences, including intentional interventions, have shown persistent effects on psychological characteristics and other socially important outcomes years and even decades later. At the same time, it is common to find that the effects of life events or interventions diminish and even disappear completely, a phenomenon known as fadeout. We review the evidence for persistence and fadeout, drawing primarily on evidence from educational interventions. We conclude that 1) fadeout is widespread, and often co-exists with persistence; 2) fadeout is a substantive phenomenon, not merely a measurement artefact; and 3) persistence depends on the types of skills targeted, the institutional constraints and opportunities within the social context, and complementarities between interventions and subsequent environmental affordances. We discuss the implications of these conclusions for research and policy.

Complementarities between Early Educational Intervention and Later Educational Quality? A Systematic Review of the Sustaining Environments Hypothesis.

The sustaining environments hypothesis refers to the popular idea, stemming from theories in developmental, cognitive, and educational psychology, that the long-term success of early educational interventions is contingent on the quality of the subsequent learning environment. Several studies have investigated whether specific kindergarten classroom and other elementary school factors account for patterns of persistence and fadeout of early educational interventions. These analyses focus on the statistical interaction between an early educational intervention - usually whether the child attended preschool - and several measures of the quality of the subsequent educational environment. The key prediction of the sustaining environments hypothesis is a positive interaction between these two variables. To quantify the strength of the evidence for such effects, we meta-analyze existing studies that have attempted to estimate interactions between preschool and later educational quality in the United States. We then attempt to establish the consistency of the direction and a plausible range of estimates of the interaction between preschool attendance and subsequent educational quality by using a specification curve analysis in a large, nationally representative dataset that has been used in several recent studies of the sustaining environments hypothesis. The meta-analysis yields small positive interaction estimates ranging from approximately .00 to .04, depending on the specification. The specification curve analyses yield interaction estimates of approximately 0. Results suggest that the current mix of methods used to test the sustaining environments hypothesis cannot reliably detect realistically sized effects. Our recommendations are to combine large sample sizes with strong causal identification strategies, and to study combinations of interventions that have a strong probability of showing large main effects.

Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention.

We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-grade content outcomes were significant and positive, but no follow-up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first-grade math skills overestimates long-term intervention effects.

Theoretical and Methodological Implications of Associations between Executive Function and Mathematics in Early Childhood.

Despite agreement about the importance of executive function (EF) for children's early math achievement, its treatment in correlational studies reflects a lack of agreement about the theoretical connection between the two. It remains unclear whether the association between EF and math operates through a latent EF construct or specific EF components. Specifying the correct measurement model has important theoretical implications for the predicted effects of EF interventions on children's math achievement. In the current study, we tested whether associations between EF and math operate via a latent EF factor, or via specific EF components using data from a large, nationally representative sample. We then replicated these same analyses with a meta-analytic database drawn from ten studies that collected measures of children's EF and math achievement. Our results lend support to explanations that a single EF factor accounts for most of the EF component-specific associations with math achievement. We discuss theoretical and methodological implications of these findings for future work.

Late electrophysiological potentials and emotion in schizophrenia: A meta-analytic review.

INTRODUCTION: There is mixed evidence about emotional processing abnormalities in schizophrenia and schizoaffective disorder, with self-reports and clinician ratings indicating significant differences between patients and controls, but studies of in-the-moment, self-reported emotional experience finding only small differences between these groups. The current meta-analysis synthesizes statistics from studies measuring the P3 and LPP, two event-related potential (ERP) components sensitive to attentional allocation, to examine whether patients exhibit ERP response abnormalities to neutral and valenced visual stimuli. METHODS: Standardized mean amplitudes and standard errors of P3 and/or LPP waveforms (300-2000 ms) in response to neutral and valenced images were calculated for 13 studies (total n = 339 individuals with schizophrenia, 331 healthy controls). RESULTS: In response to neutral images, there were very small, non-significant differences in ERP amplitudes between patient and control groups (k = 9; Hedges' g = -0.06, 95% CI: -055, 0.43, p = 0.81). In contrast, patients showed a small, significant reduction in ERP amplitudes compared to controls in response to negative images (k = 13; Hedges' g = -0.32, 95% CI: -0.59, -0.05, p = 0.02) and a small, but nonsignificant, reduction in amplitudes in response to positive images (k = 7; Hedges' g = -0.27, 95% CI: -0.71, 0.18, p = 0.24). CONCLUSIONS AND IMPLICATIONS: The current review indicates that compared to controls, patients have slightly diminished P3 and LPP amplitudes in response to positive and negative stimuli. This small reduction may reflect decreased attention allocation, possibly indicating an abnormality during a distinct stage of early processing related to evaluating the motivational salience of a stimulus.

The Roles of Transfer of Learning and Forgetting in the Persistence and Fadeout of Early Childhood Mathematics Interventions.

Although many interventions have generated immediate positive effects on mathematics achievement, these effects often diminish over time, leading to the important question of what causes fadeout and persistence of intervention effects. This study investigates how children's forgetting contributes to fadeout and how transfer contributes to the persistence of effects of early childhood mathematics interventions. We also test whether having a sustaining classroom environment following an intervention helps mitigate forgetting and promotes new learning. Students who received the intervention we studied forgot more in the following year than students who did not, but forgetting accounted for only about one-quarter of the fadeout effect. An offsetting but small and statistically non-significant transfer effect accounted for some of the persistence of the intervention effect - approximately one-tenth of the end-of-program treatment effect and a quarter of the treatment effect one year later. These findings suggest that most of the fadeout was attributable to control-group students catching up to the treatment-group students in the year following the intervention. Finding ways to facilitate more transfer of learning in subsequent schooling could improve the persistence of early intervention effects.

Risky business: Correlation and causation in longitudinal studies of skill development.

Developmental theories often posit that changes in children's early psychological characteristics will affect much later psychological, social, and economic outcomes. However, tests of these theories frequently yield results that are consistent with plausible alternative theories that posit a much smaller causal role for earlier levels of these psychological characteristics. Our article explores this issue with empirical tests of skill-building theories, which predict that early boosts to simpler skills (e.g., numeracy or literacy) or behaviors (e.g., antisocial behavior or executive functions) support the long-term development of more sophisticated skills or behaviors. Substantial longitudinal associations between academic or socioemotional skills measured early and then later in childhood or adolescence are often taken as support of these skill-building processes. Using the example of skill-building in mathematics, we argue that longitudinal correlations, even if adjusted for an extensive set of baseline covariates, constitute an insufficiently risky test of skill-building theories. We first show that experimental manipulation of early math skills generates much smaller effects on later math achievement than the nonexperimental literature has suggested. We then conduct falsification tests that show puzzlingly high cross-domain associations between early math and later literacy achievement. Finally, we show that a skill-building model positing a combination of unmeasured stable factors and skill-building processes can reproduce the pattern of experimental impacts on children's mathematics achievement. Implications for developmental theories, methods, and practice are discussed. (PsycINFO Database Record

CAUSAL INFERENCE AND THE SPATIAL-MATH LINK IN EARLY CHILDHOOD.

Verdine et al. (2017) present compelling evidence for a causal effect of spatial skills on children's mathematics achievement in early childhood. In additional analyses of the correlation matrix reported by Verdine et al., I present evidence that the spatial-math link is not merely an epiphenomenon of general cognitive demands of both tasks. However, the question of whether the link is due to a causal effect of spatial skills on mathematics skills, a causal effect of mathematics skills on spatial skills, or common factors influencing both during this developmental period is a more difficult one to answer. I present a well-fitting model that implies factors influencing both are largely responsible for the correlations among mathematics and spatial skills across this developmental period. This analysis is far from a complete account of the spatial-math link in early childhood; however, I end with recommendations for moving forward most efficiently.

Does Reading Cause Later Intelligence? Accounting for Stability in Models of Change.

This study reanalyzes data presented by Ritchie, Bates, and Plomin (2015) who used a cross-lagged monozygotic twin differences design to test whether reading ability caused changes in intelligence. The authors used data from a sample of 1,890 monozygotic twin pairs tested on reading ability and intelligence at five occasions between the ages of 7 and 16, regressing twin differences in intelligence on twin differences in prior intelligence and twin differences in prior reading ability. Results from a state-trait model suggest that reported effects of reading ability on later intelligence may be artifacts of previously uncontrolled factors, both environmental in origin and stable during this developmental period, influencing both constructs throughout development. Implications for cognitive developmental theory and methods are discussed.