{"id":3947,"date":"2017-08-29T11:16:26","date_gmt":"2017-08-29T09:16:26","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2017\/08\/29\/fruehfoerderung\/3947\/fine-motor-skills-have-an-incrementally-predictive-value-for-math-achievement-beyond-the-predictive-contribution-of-cognitive-abilities\/"},"modified":"2017-08-29T11:16:26","modified_gmt":"2017-08-29T09:16:26","slug":"fine-motor-skills-have-an-incrementally-predictive-value-for-math-achievement-beyond-the-predictive-contribution-of-cognitive-abilities","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2017\/08\/29\/fruehfoerderung\/3947\/fine-motor-skills-have-an-incrementally-predictive-value-for-math-achievement-beyond-the-predictive-contribution-of-cognitive-abilities\/","title":{"rendered":"Fine motor skills have an incrementally predictive value for math achievement beyond the predictive contribution of cognitive abilities &#8230;"},"content":{"rendered":"<p style=\"margin-bottom: 0.0001pt; line-height: normal;\"><span style=\"font-size: 10pt; font-family: 'Verdana', sans-serif;\">\u201eFindings of research conducted in Germany indicate that fine motor skills have an incrementally predictive value for math achievement beyond the predictive contribution of cognitive abilities. Furthermore, differences between gifted achievers and underachievers could be explained best by fine motor skills and their interaction with concentration. Fine motor skills had a significant influence on the results in IQ tests and therefore on the identification of giftedness.\u201c<\/span><\/p>\n<p><span style=\"font-size: 10pt; line-height: 115%; font-family: 'Verdana', sans-serif;\">Univ.-Prof.&nbsp;Dr.&nbsp;Albert Ziegler u.&nbsp;a., \u201eGifted Education in German-Speaking Europe\u201c. In: \u201eJournal for the Education of the Gifted\u201c (2013) 36(3), S.&nbsp;400<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eFindings of research conducted in Germany indicate that fine motor skills have an incrementally predictive value for math achievement beyond<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[19],"tags":[],"class_list":["post-3947","post","type-post","status-publish","format-standard","hentry","category-fruehfoerderung"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/3947","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/comments?post=3947"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/3947\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=3947"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=3947"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=3947"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}