Exploring basic numerical capacities in children with difficulties in simple arithmetical achievement

Abstract

Introduction: The Center for Epidemiologic Studies Depression Scale – Revised (CESD-R) was developed to provide an efficient screening scale for depression syndrome, mimicking the original CESD, one of the most widely used screening tools to measure depressive symptoms globally. This investigation examined the factor structure of the CESD-R with a non-clinical Brazilian population. Method: We performed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of two adult samples, and also conducted invariance analysis by sex and place of residence of the participants. The full sample consisted of 1,427 adults, divided into two groups. The first sample (n = 400) was used for the EFA and the second sample (n = 1027) for the CFA. Results: The EFA indicated an internal structure composed of a single factor, which explained 53.2% of the variance. The CFA attested to the unidimensionality of the measure. Fit indices and reliability indicators showed values higher than expected, without modifications in the initial structure. The model was invariant in relation to the variables investigated at four different levels (configural, metric, scalar, and strict). Conclusions: Our findings support the utility of the CESD-R and suggest its validity for application to the Brazilian population in general.

Contribution of Attentional Networks to Basic Arithmetic Achievement in School-age Children

“…The final sample comprised 158 school children (M = 8.05 years, SD = 0.72 years). A similar procedure for sample selection was used in Castro et al (2021) (See Table 1 for a detailed sample description).…”

“…as executive functions, verbal reasoning, intellectual capacity, and attention (Aragón et al, 2019;Barnes et al, 2020;Castro et al, 2017;Castro et al, 2021;Fuchs et al, 2010;Geary, 2011;Geary et al, 2000;Geary et al, 2012;Guzmán et al, 2019;Kaufmann et al, 2013;LeFevre et al, 2013;Mammarella et al, 2021;Swanson, 2011;Sz cs et al, 2013). Regarding this hypothesis, attentional networks have been much less explored compared to other processes such as working memory, and there is still little evidence on how the functioning of such networks is related to mathematical performance.…”