Theoretical and Methodological Implications of Associations between Executive Function and Mathematics in Early Childhood
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| Title: | Theoretical and Methodological Implications of Associations between Executive Function and Mathematics in Early Childhood |
|---|---|
| Language: | English |
| Authors: | Nguyen, Tutrang, Duncan, Robert J., Bailey, Drew H. |
| Source: | Grantee Submission. 2019 58. |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) |
| Contract Number: | R305B120013 R305B170002 P01HD065704 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Executive Function, Mathematics Achievement, Early Childhood Education, Young Children, Correlation, Cognitive Ability, Cognitive Tests, Mathematics Tests, Short Term Memory, Inhibition |
| Assessment and Survey Identifiers: | Woodcock Johnson Tests of Cognitive Ability |
| DOI: | 10.1016/j.cedpsych.2019.04.002 |
| ISSN: | 0361-476X |
| Abstract: | Despite agreement about the importance of executive function (EF) for children's early math achievement, its treatment in correlational studies reflects a lack of agreement about the theoretical connection between the two. It remains unclear whether the association between EF and math operates through a latent EF construct or specific EF components. Specifying the correct measurement model has important theoretical implications for the predicted effects of EF interventions on children's math achievement. In the current study, we tested whether associations between EF and math operate via a latent EF factor, or via specific EF components using data from a large, nationally representative sample. We then replicated these same analyses with a meta-analytic database drawn from ten studies that collected measures of children's EF and math achievement. Our results lend support to explanations that a single EF factor accounts for most of the EF component-specific associations with math achievement. We discuss theoretical and methodological implications of these findings for future work. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2019 |
| Accession Number: | ED594750 |
| Database: | ERIC |
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