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Table 7 Effects of covariates on target measures

From: Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance

  Counting
(n = 201)
Word problem–solving
(n = 201)
Addition facts
(n = 200)
Subtraction facts
(n = 198)
  F p η2p F p η2p F p η2p F p η2p
Age 0.06 .799 .00 0.57 .449 .00 0.34 .562 .00 1.83 .178 .01
Gender 6.39 .012 .03 2.62 .107 .01 3.41 .067 .02 3.20 .075 .02
Mother’s educ.level 3.15 .077 .02 0.14 .711 .00 0.92 .338 .00 2.09 .149 .01
Father’s educ. level 2.56 .111 .01 0.03 .854 .00 2.11 .148 .01 0.82 .367 .00
Second lang. status 3.73 .055 .02 3.12 .079 .02 0.83 .363 .00 1.09 .298 .01
Fluid intelligence 5.27 .023 .03 2.95 .087 .02 0.52 .470 .00 0.08 .784 .00
RAN Colours 6.32 .013 .03 0.76 .384 .00 3.43 .066 .02 3.03 .083 .02
RAN Figures 0.30 .582 .00 1.97 .162 .01 4.76 .030 .02 5.77 .017 .03
Word comprehension 3.11 .080 .02 25.30  < .001 .12 1.97 .162 .01 2.07 .152 .01