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    Field independence associates with mathematics and science performance in 5- to 10-year-olds after accounting for domain-general factors

    Morris, S. and Farran, E.K. and Dumontheil, Iroise (2019) Field independence associates with mathematics and science performance in 5- to 10-year-olds after accounting for domain-general factors. Mind, Brain, and Education , ISSN 1751-2271. (In Press)

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    Abstract

    Field independence describes the extent to which individuals are influenced by context when trying to identify embedded targets. It associates with cognitive functioning and is a predictor of academic achievement. However, little is known about the neural and cognitive underpinnings of field independence which lead to these associations. Here we investigated behavioural associations between two measures of field independence (Children’s Embedded Figures Test (CEFT) and Design Organisation Test (DOT)) and performance on mathematics (reasoning and written arithmetic) and science tests (reasoning and scientific inquiry) in 135 children aged 5-10 years. There were strong associations between field independence and mathematics and science, which were largely explained by individual differences in age, IQ, and verbal working memory. However, regression analyses indicated that after controlling for these variables, the CEFT explained additional variance on the mathematical reasoning and science tests, whereas the DOT predicted unique variance on the written arithmetic test.

    Metadata

    Item Type: Article
    Additional Information: This is the peer reviewed version of the article, which has been published in final form at the link above. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
    School: Birkbeck Schools and Departments > School of Science > Psychological Sciences
    Research Centre: Brain and Cognitive Development, Centre for (CBCD), Educational Neuroscience, Centre for
    Depositing User: Iroise Dumontheil
    Date Deposited: 23 Jul 2019 13:22
    Last Modified: 19 Sep 2019 03:43
    URI: http://eprints.bbk.ac.uk/id/eprint/28233

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