{"pk":26607,"title":"Cognitive Predictors of Timed and Untimed Early Arithmetic Performance","subtitle":null,"abstract":"Do established predictors of children’s arithmetic performance differentially predict performance on timed versus un-timed calculation tests? We investigated phonological awareness (i.e., CTOPP), phonological working memory (i.e., digit span),and visuo-spatial short-term memory (i.e., Corsi blocks) as predictors of timed and untimed calculation, both concurrently inGrade 1 (N= 116) and longitudinally in Grade 2 (N = 79). Timed calculation was operationalized as single-digit addition fluencyand untimed calculation was operationalized as performance on the Woodcock Calculation subtest and KeyMath Numerationsubtest. Examined concurrently, separate multiple regressions revealed that phonological awareness predicted timed calcula-tion and all three cognitive measures predicted untimed calculation performance. Examined longitudinally, separate multipleregressions revealed that phonological awareness again predicted timed calculation and that phonological awareness and visuo-spatial short-term memory predicted untimed calculation performance. These results suggest a difference in the predictive setbetween timed and untimed calculation tests; furthermore, a difference between concurrent and longitudinal predictors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5ss545pb","frozenauthors":[{"first_name":"Olivia","middle_name":"","last_name":"Wassing","name_suffix":"","institution":"King’s University College at Western University","department":""},{"first_name":"Marcie","middle_name":"","last_name":"Penner-Wilger","name_suffix":"","institution":"King’s University College at Western University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26607/galley/16243/download/"}]}