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. 2021 Apr 9;11:591308. doi: 10.3389/fpsyg.2020.591308

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Copyright © 2021 Liu, Wei, Chen, Hugo and Zhao.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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Mediation effects of arithmetic and reading abilities between visual–spatial ability and academic achievement concurrently (A) and longitudinally (B). V1–V5: number continuation; visual length; figure counting; square counting; number connection. C1–C6: addition; subtraction; multiplication; division; comparison; blank filling. MT5: math curriculum test in the fifth grade; CT5: Chinese curriculum test in the fifth grade. MT6: math curriculum test in the sixth grade; CT6: Chinese curriculum test in the sixth grade. Twin-headed arrows represent correlations between variables. One-headed arrows represent significant paths; non-significant paths are not represented. ^∗p < 0.05, ^∗∗p < 0.01, ^∗∗∗p < 0.001.