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J. Intell.
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Math Development and Cognitive Skills
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Math Development and Cognitive Skills

A special issue of Journal of Intelligence (ISSN 2079-3200). This special issue belongs to the section "Studies on Cognitive Processes".

Deadline for manuscript submissions: 20 June 2026 | Viewed by 4260

Special Issue Editors

Dr. Marina Vasilyeva

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Guest Editor
Lynch School of Education and Human Development, Boston College, MA, USA
Interests: spatial-quantitative reasoning; math learning; math learning environments; cognitive development
Dr. Elida V. Laski

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Guest Editor
Lynch School of Education and Human Development, Boston College, MA, USA
Interests: math; cognitive development; early childhood; numerical reasoning
Dr. Linxi Lu

E-Mail Website
Guest Editor
Committee on Education & Harris School of Public Policy, University of Chicago, Chicago, IL, USA
Interests: early cognitive development; home learning environment; parent–child interaction; SES variabilities; early math development; home interventions
Dr. Beth M. Casey

E-Mail
Guest Editor
School of Education and Human Development, Boston College, Chestnut Hill, MA, USA
Interests: mathematics and cognitive processes; early childhood mathematics; children’s strategy use in mathematics; spatial reasoning; gender differences/sex differences in mathematics

Special Issue Information

Dear Colleagues,

Given the importance of math learning for academic achievement and broader life outcomes, there has been a large amount of research on the development of mathematical knowledge. Yet, many questions remain to be addressed in better understanding how to support mathematical learning across diverse populations over the entire developmental span, as well as the relation between math-specific and domain-general cognitive skills. In particular, while many studies have examined cognitive predictors of math learning, more work is needed to better understand whether and how math learning may contribute to the growth of general cognitive skills. Further, in the context of intervention work, many studies have been designed to improve math skills, but there is still limited evidence regarding the potential heterogeneity of training effects as a function of general cognitive or math-specific skills at the start of training. For both theoretical and practical reasons, it is important to understand what student-level factors may amplify or limit the effects of specific interventions. This Special Issue invites empirical papers that address the outlined issues as well as other questions regarding math development and cognitive skills across the lifespan.

We look forward to receiving your contributions.

Dr. Marina Vasilyeva
Dr. Elida V. Laski
Dr. Linxi Lu
Dr. Beth M. Casey
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Journal of Intelligence is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • math learning
  • math skills
  • cognitive development
  • domain-general skills
  • intervention
  • math learning environment
  • heterogeneity effects
  • moderation
  • mediation

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Published Papers (5 papers)

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Research

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22 pages, 2382 KB  
Article
The Moderating Role of Intelligence and Prior Knowledge for the Effectiveness of a Computer-Based Mathematics Intervention in Students with Low Mathematics Performance
by Moritz Herzog, Michael Grosche, Gunnar Bruns and Gino Casale
J. Intell. 2026, 14(3), 48; https://doi.org/10.3390/jintelligence14030048 - 13 Mar 2026
Viewed by 414
Abstract
The moderation of intervention effects by intelligence and prior knowledge deserves further investigation, because they inform how to design and implement interventions. This study analyzed the moderation of the effectiveness of a computer-based mathematics intervention in 10 primary school students with low mathematics [...] Read more.
The moderation of intervention effects by intelligence and prior knowledge deserves further investigation, because they inform how to design and implement interventions. This study analyzed the moderation of the effectiveness of a computer-based mathematics intervention in 10 primary school students with low mathematics performance and low-to-average intelligence in an ABAB-single-case research design. Prior knowledge and intelligence were assessed before the intervention. The computer-based intervention trained basic numerical skills. Visual inspection of the learning trajectories revealed a broad heterogeneity of effectiveness of the intervention. A hierarchical piecewise regression analysis across all students revealed a significant negative moderation of the intervention effectiveness through intelligence. Whereas prior knowledge did not have a moderating influence, children with higher intelligence showed slower learning rates during the intervention in this specific low-performing sample. One reason for the negative moderation of the intervention effects could be that the intervention trained strategies and skills that more intelligent students had already developed. Full article
(This article belongs to the Special Issue Math Development and Cognitive Skills)
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18 pages, 5715 KB  
Article
An Underestimation Bias in the Numerical Perception of Rewarding Stimuli: An ERP Study
by Xingyuan Xue and Yuan Yao
J. Intell. 2026, 14(3), 43; https://doi.org/10.3390/jintelligence14030043 - 5 Mar 2026
Viewed by 523
Abstract
Number sense, the ability to rapidly perceive, estimate, and understand relationships between quantities, constitutes a fundamental basis for mathematical cognition. However, the extent to which it is modulated by top-down regulatory processes remains poorly understood. Rewards inherently carry quantitative attributes of abundance and [...] Read more.
Number sense, the ability to rapidly perceive, estimate, and understand relationships between quantities, constitutes a fundamental basis for mathematical cognition. However, the extent to which it is modulated by top-down regulatory processes remains poorly understood. Rewards inherently carry quantitative attributes of abundance and scarcity, and prospect theory further suggests that individuals tend to underestimate rewards and overestimate punishments of equal magnitude, implying that the perception of reward quantities may be systematically biased. To address this issue, the present study employed EEG to examine how reward-related properties of stimuli modulate number sense, using socially relevant reward stimuli as experimental materials. Behavioral results demonstrated that rewarding stimuli were underestimated compared to neutral and punishing stimuli, while punishing stimuli were overestimated relative to neutral stimuli. EEG analyses revealed that at number-sensitive electrodes (PO7, PO8, Oz), the C1 component was sensitive to reward properties; the N1 component at PO7 was specifically sensitive to punishment; and in the P2p time window, neutral stimuli elicited the largest amplitudes, suggesting inhibitory processing of reward-related attributes during quantity perception. Together, these findings indicate that reward-based modulation of number sense occurs unconsciously and follows a dynamic temporal profile. Full article
(This article belongs to the Special Issue Math Development and Cognitive Skills)
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26 pages, 1909 KB  
Article
Decision Dynamics in Early Numerical Estimation: Evidence from the Dual-NLET and Drift Diffusion Modeling
by Maybí Morell-Ruiz, Eva-Maria Ternblad, Betty Tärning, Sonja Holmer, Magnus Haake and Agneta Gulz
J. Intell. 2026, 14(3), 35; https://doi.org/10.3390/jintelligence14030035 - 25 Feb 2026
Viewed by 442
Abstract
The present study examined the cognitive mechanisms underlying decision-making in number-line estimation in 26 preschoolers through the lens of the evidence-accumulation paradigm. Children completed a traditional Number Line Estimation Task (NLET) and the Numeracy Screener test, which assessed symbolic and nonsymbolic abilities. They [...] Read more.
The present study examined the cognitive mechanisms underlying decision-making in number-line estimation in 26 preschoolers through the lens of the evidence-accumulation paradigm. Children completed a traditional Number Line Estimation Task (NLET) and the Numeracy Screener test, which assessed symbolic and nonsymbolic abilities. They also completed a novel two-alternative forced-choice version of the Number Line Estimation Task (dual-NLET), which is introduced in this study as a tool for investigating decision-making processes in number-line estimation by enabling two-choice diffusion modeling. Results showed that accuracy in the traditional NLET correlated with both accuracy and decision efficiency in the dual task. Moreover, symbolic and nonsymbolic numerical abilities were differentially associated with distinct decision-making aspects: symbolic skills correlated with decision efficiency, while nonsymbolic skills correlated with decision threshold. These findings provide new insights into the roles of symbolic and nonsymbolic numerical systems in number-line decision-making and support the utility of the evidence-accumulation approach in developmental numerical cognition research. Full article
(This article belongs to the Special Issue Math Development and Cognitive Skills)
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14 pages, 1112 KB  
Article
Cross-Lagged Relationships Between Cognitive Ability and Math Achievement
by Daniela Fiedler, Samantha Barton and Ulrike Kipman
J. Intell. 2025, 13(11), 138; https://doi.org/10.3390/jintelligence13110138 - 31 Oct 2025
Cited by 1 | Viewed by 1149
Abstract
The relationship between cognitive abilities and students’ achievement in math is well documented. However, theoretical views on the chronological development of cognitive ability and math success remain controversial. Empirically, mutual effects between these concepts amongst primary school children have not yet been adequately [...] Read more.
The relationship between cognitive abilities and students’ achievement in math is well documented. However, theoretical views on the chronological development of cognitive ability and math success remain controversial. Empirically, mutual effects between these concepts amongst primary school children have not yet been adequately addressed, because longitudinal data have mostly been limited to two measurement time points. The present study aims to fill this gap by investigating whether cognitive abilities can predict math success across time (unidirectional effect) or whether a reciprocal effect according to the theory of mutualism is more in line with longitudinal data. It also provides information on the stability of intelligence and mathematics achievement in primary school children. Taking into account four measurement occasions, cognitive ability, and achievement in math, N = 1726 primary school students were annually examined. We analyzed construct-specific latent variables and cross-lagged effects over four years. Results indicate a unidirectional cross-lagged relationship pattern rather than a mutual effect between reasoning ability and math achievement. However, over time, the influence of math achievement on cognitive ability increases slightly, which stresses the importance of knowledge acquisition in math for cognitive development over time, and a fairly high stability of cognitive ability and mathematics achievement in primary school age. Full article
(This article belongs to the Special Issue Math Development and Cognitive Skills)
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Review

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14 pages, 1079 KB  
Review
The Pictorial–Semantic–Task Framework for Understanding Graph Comprehension
by Evelyn Hsin-I Tsai, Yoojin Hahn and Robert S. Siegler
J. Intell. 2026, 14(2), 28; https://doi.org/10.3390/jintelligence14020028 - 12 Feb 2026
Viewed by 601
Abstract
Graphs are used in school, many occupations, and daily life, yet many people struggle to interpret them accurately. To help identify sources of difficulty in graph comprehension, we propose the Pictorial–Semantic–Task Framework. In it, we argue that accurate interpretation of graphs requires integrating [...] Read more.
Graphs are used in school, many occupations, and daily life, yet many people struggle to interpret them accurately. To help identify sources of difficulty in graph comprehension, we propose the Pictorial–Semantic–Task Framework. In it, we argue that accurate interpretation of graphs requires integrating pictorial variables (e.g., slope direction, graph format, data points) with semantic variables (e.g., titles, labels, scales, variable types) to determine what the graph represents. Many errors arise because readers fail to coordinate these two sources of information, often basing interpretations solely on pictorial variables. The present theoretical synthesis presents the basic analysis underlying the Pictorial–Semantic–Task Framework and an integrative review of relevant findings from graph encoding, extrapolation, and comparison tasks. The findings show that people encode and recall pictorial information far more accurately than semantic information, and often base interpretations solely on visual patterns even when semantic features call for a different conclusion. Analyses of U.S. textbooks and mass media reveal potential sources of these biased interpretations: systematic imbalances in the types of semantic information provided in textbooks and media seem likely to contribute to biases, emphasizing visual over semantic cues. By describing how perceptual and conceptual processes interact during graph comprehension, we aim to advance theories of cognitive processing in the context of graph comprehension and to derive educational implications for helping children interpret graphs more accurately. Full article
(This article belongs to the Special Issue Math Development and Cognitive Skills)
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