Skip to main content
. Author manuscript; available in PMC: 2013 Sep 1.
Published in final edited form as: Dev Psychol. 2012 Mar 12;48(5):1315–1326. doi: 10.1037/a0027475

Figure 1.

Figure 1

Trimmed model showing significant direct (solid lines) and indirect (broken lines) effects on pre-algebraic knowledge. Abilities in the first column were measured at beginning of second grade, as was the case for second-grade calculations and word problems. Pre-algebraic knowledge was measured in the spring of third grade, as was the case for third-grade word problems and calculations.