Cognitive processes play specific roles in math skill development. Younger students rely on fluid reasoning, while older ones rely on crystallized knowledge.

Numerical cognition mediates early cognitive skills and predicts later academic outcomes. Early reading fluency impacts later math, while math skills influence later reading.

ANS acuity influences math achievement through fluency, particularly in subtraction tasks. Visual perception skills account for this relationship, highlighting domain-general factors.

RAN predicts both reading and arithmetic fluency directly. Processing speed affects arithmetic fluency.

Study shows numerical cognition and domain-general abilities influence first graders' math learning. Different cognitive skills contribute uniquely to procedural calculations and word problems.

Numerical cognition involves a fronto-parietal network with effective connectivity observed in SLF and EC/EmC pathways. The functionally linked regions include hippocampus, IPS, SPL, and SMA.

Basic number skills didn't directly link to math anxiety; complex math skills mediated anxiety relations. Complex math skills uniquely predict anxiety beyond cognitive skills and gender.

The study explores how working memory (WM) components predict math precociousness in children, focusing on the roles of the phonological loop and executive system. Findings highlight the central executive's crucial role in math performance, although WM is not the sole contributor.

Visual perception, not magnitude processing, links numerosity and computational fluency. Figure matching explains their relationship in children's arithmetic performance.

Fluency in numerical stimuli can be enhanced via arithmetic operations, impacting brand perception. The benefits limit to single primes, influencing advertising and price promotions.