Using Confirmatory Factor Analysis to Understand Executive Control in Preschool Children: Sources of Variation in Emergent Mathematic Achievement.
Rebecca Bull,Kimberly Andrews Espy,Sandra A. Wiebe,Tiffany D. Sheffield,Jennifer Mize Nelson +4 more
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TLDR
Findings underscore the need to examine the dimensions, mechanisms, and individual pathways that influence the development of early competence in basic cognitive processes that underpin early academic achievement.Abstract:
Latent variable modeling methods have demonstrated utility for understanding the structure of executive control (EC) across development. These methods are utilized to better characterize the relation between EC and mathematics achievement in the preschool period, and to understand contributing sources of individual variation. Using the sample and battery of laboratory tasks described in Wiebe, Espy and Charak (2008), latent EC was related strongly to emergent mathematics achievement in preschool, and was robust after controlling for crystallized intellectual skills. The relation between crystallized skills and emergent mathematics differed between girls and boys, although the predictive association between EC and mathematics did not. Two dimensions of the child 's social environment contributed to mathematics achievement: social network support through its relation to EC and environmental stressors through its relation with crystallized skills. These findings underscore the need to examine the dimensions, mechanisms, and individual pathways that influence the development of early competence in basic cognitive processes that underpin early academic achievement.read more
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Executive Functions after Age 5: Changes and Correlates
TL;DR: This review paper outlines the importance of examining EF throughout childhood, and even across the lifespan, and the role of school-age children's EF in various aspects of school performance, as well as social functioning and emotional control.
Journal ArticleDOI
The structure of executive function in 3-year-olds
Sandra A. Wiebe,Tiffany D. Sheffield,Jennifer Mize Nelson,Caron A. C. Clark,Nicolas Chevalier,Kimberly Andrews Espy +5 more
TL;DR: Tests of the relative fit of several alternative models supported a single latent EF construct, and measurement invariance testing revealed less proficient EF in children at higher sociodemographic risk relative to those at lower risk and no differences between boys and girls.
Journal ArticleDOI
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review
Robin Jacob,Julia Parkinson +1 more
TL;DR: In this paper, the authors systematically review what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two.
Journal ArticleDOI
Executive Functioning and Mathematics Achievement
Rebecca Bull,Kerry Lee +1 more
TL;DR: The importance of executive functioning (EF) skills in mathematical achievement is well established, and researchers have moved from just measuring working memory or updating to an inclusion of other EF skills, namely, inhibition and shifting.
Predictors of Early Growth in Academic Achievement: The Head-Toes-Knees-Shoulders Task.
Megan M. McClelland,Claire Cameron,Robert J. Duncan,Ryan P. Bowles,Alan C. Acock,Alicia Miao,Megan E. Pratt +6 more
TL;DR: Assessment of psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten demonstrates that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement.
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