Literature DB >> 23006040

Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls.

Caron A C Clark1, Tiffany D Sheffield, Sandra A Wiebe, Kimberly A Espy.   

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 age 3 and mathematics achievement in kindergarten, which remained robust after accounting for earlier informal numeracy, socioeconomic status, language and processing speed. Relations between EC and mathematics achievement were stronger in girls than in boys. Findings highlight the unique role of EC in predicting which children may have difficulty transitioning to formal mathematics instruction.
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Entities:  

Mesh：

Year:  2012        PMID： 23006040      PMCID： PMC3530644          DOI： 10.1111/j.1467-8624.2012.01854.x

Source DB:  PubMed          Journal:  Child Dev        ISSN： 0009-3920


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