This work was supported by National Institutes of Health (NIH) Grants MH065668 and DA014661 to Kimberly Andrews Espy, Grant DA024769 to Sandra Wiebe, and Grant DA023653 to Kimberly Andrews Espy and Lauren Wakschlag. We thank members of the Developmental Cognitive Neuroscience Laboratory for assistance with data collection and coding, as well as the children and families who kindly participated in the research.
Longitudinal Associations Between Executive Control and Developing Mathematical Competence in Preschool Boys and Girls
Article first published online: 24 SEP 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 84, Issue 2, pages 662–677, March/April 2013
How to Cite
Clark, C. A. C., Sheffield, T. D., Wiebe, S. A. and Espy, K. A. (2013), Longitudinal Associations Between Executive Control and Developing Mathematical Competence in Preschool Boys and Girls. Child Development, 84: 662–677. doi: 10.1111/j.1467-8624.2012.01854.x
- Issue published online: 18 MAR 2013
- Article first published online: 24 SEP 2012
- National Institutes of Health. Grant Numbers: MH065668, DA014661, DA024769, DA023653
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.