A Sequential Model of the Contribution of Preschool Fluid and Crystallized Cognitive Abilities to Later School Achievement
Bibliographic record
Abstract
The present study documented in two distinct population-based samples the contribution of preschool fluid and crystallized cognitive abilities to later 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 fluid and crystallized abilities at 63 months (sample 1) and 73 months (sample 2), and then regarding their school achievement in grade 1 to grade 6. Both preschool fluid and crystallized abilities were found to significantly predict school achievement, but only in the early school years. Through path analyses controlling for sex, maternal education and family income, preschool crystallized abilities mediated the association between early fluid abilities and later school achievement in the early grades of school. Crystallized abilities predicted early school achievement beyond fluid abilities, but not in the later grades. These results support the importance of early interventions aimed at both preschool fluid and crystallized abilities to prevent children from developing future school difficulties.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.009 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.002 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.013 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".