preprints.org > biology and life sciences > neuroscience and neurology > doi: 10.20944/preprints202310.2068.v1

Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Version 1 : Received: 30 October 2023 / Approved: 31 October 2023 / Online: 31 October 2023 (10:41:27 CET)

Abstract There is no research that combines behavioural and fMRI research approaches to investigate the mediating and moderating effects of working memory, verbal IQ, visuospatial and verbal reasoning on students’ performance of maths and science. This paper investigates all these multiple relationships between working memory (WM), verbal IQ, visuospatial and verbal reasoning with performance in maths and science accuracy. The multimethod research consists of a behavioural survey and a fMRI neuroscience investigating the interactive and multiple relationships of all cognitive processing independent variables (IVs) with the dependent variables (DVs) of maths and science performance. Using structural Equation Modelling (SEM) and Warp Partial Least Squares (Warp PLS) analytical approach, the research discusses the findings of both, the behavioural and fMRI data. The adolescent sample (N=34) for the behavioural and fMRI study, was recruited from consenting schools in London, UK, and consisted of equal numbers of girls and boys between 11-15 years old. The hypothesised behavioural SEM model predicted positive relationships between all the independent variables (IV) of visuospatial matrix reasoning (VSMatAR), verbal analogical reasoning (VerbAR), verbal working memory (VWM), visuospatial working memory (VSWM) and verbal IQ, with performance in maths and science accuracy. The findings support all hypotheses except two and identifies verbal IQ, Verbal WM and VerbAR as the three strongest predictors of maths and science accuracy. The neuroscience fMRI data identified four brain regions of interest, namely, the bilateral DLPFC, Parietal, Temporal and pre-supplementary motor area (PSMA) as being most relevant to maths and science outcomes. The hypothesised fMRI SEM, produced mixed results which supported some of the hypothesised relationships between the IVs of verbal AR and VSMatrix AR associations with all four brain regions and in turn the associations with maths and science performance. The paper makes two original contributions, firstly, by testing the hypothesis that Verbal WM mediates the independent variables’ effects on maths and science outcomes. And secondly, by using Warp PLS to test the SEM (behavioural and fMRI) models’ multiple non-linear interactions simultaneously between the IVs with the DVs of maths and science accuracy. The Warp PLS testing of all IVs and DVs produced some interesting new insights regarding the relationships between Verbal analogical reasoning, which are deemed important to assist academics and educational practitioners in improving maths and science performance of adolescent students. The combination of behavioural and neuroscience fMRI data provides more reliable empirical evidence regarding the multiple interactive influences impacting maths and science performance for adolescents.

Analogical reasoning; adolescents; maths and science learning; working memory; SEM & fMRI study; IQ and fluid intelligence

Biology and Life Sciences, Neuroscience and Neurology

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