Longitudinal Associations Between Executive Control and Developing Mathematical Competence in Preschool Boys and Girls

Abstract

Executive control (EC) is related to mathematics performance in middle childhood. However, little is known regarding how EC and informal numeracy differentially support mathematics skill acquisition in preschoolers. A sample of preschoolers (115 girls, 113 boys), stratified by social risk, completed an EC task battery at 3 years, informal numeracy assessments at 3.75 and 4.5 years, and a broad mathematics assessment during kindergarten. Strong associations were observed between latent EC at 3 and mathematics achievement in kindergarten, which remained robust after accounting for earlier informal numeracy, socio-economic status, language and processing speed. Relations between EC and mathematics achievement were stronger in girls than boys. Findings highlight the unique role of EC in predicting which children may have difficulty transitioning to formal mathematics instruction.

Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes

“…From the present study, we are unable to ascertain whether these poor neuropsychological abilities are causal factors leading to lowered overall performance or whether they are outcomes of 13 poor performance. However, other longitudinal studies have identified the importance of early executive functions and visual-spatial skills for long-term success at school in both preterm [41] and typically developing children [42,43] suggesting a causal role of deficits in general cognitive processing in the development of learning difficulties at school. These therefore represent potential targets for intervention for improving outcomes in children born EP.…”

Cognitive neuroscience, developmental psychology, and education: Interdisciplinary development of an intervention for low socioeconomic status kindergarten children

“…EF are considered critical in achieving success at school as they have been associated with reading ability [20], mathematics and standardized measures of academic achievement [21], mathematics and processing speed [22], mathematics and reading/writing skills [23], teacher report of learning behaviours and social competence in the classroom [24], and reasoning skills [25]. Several studies document the concurrent relationships between school-based functioning and EF, and the predictive relationships between both [26][27][28][29][30][31][32]. The flip side of this argument is also true: deficits in EF have been associated with difficulties in school readiness, for example, in mathematics, writing, and reading [32][33][34].…”

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

“…Collectively known as executive functions (EF) these skills emerge early in life and their development becomes progressively more robust from the preschool years onwards Zhan et al, 2011). The importance of EFs are highlighted by recent studies demonstrating that these skills are more strongly associated with school readiness than IQ (Blair & Peters Razza, 2007), serve as predictors of literacy and numeracy scores in preschool through high school (Clark, Pritchard, & Woodward, 2010;Clark, Sheffield, Wiebe, & Espy, 2013), facilitate social inclusion and peer relationships (Gomes & Livesey, 2008), and play an important role in maintaining mental health across the lifespan (Diamond, 2012;Meyer et al, 2004). Disruption to these essential processes can lead to increased levels of distractibility, impulsivity, forgetfulness and poor focus.…”