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The development of executive functions and early mathematics: A dynamic relationship.

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Title: The development of executive functions and early mathematics: A dynamic relationship.
Authors: Van der Ven, Sanne H. G. (AUTHOR), Kroesbergen, Evelyn H. (AUTHOR), Boom, Jan (AUTHOR), Leseman, Paul P. M. (AUTHOR)
Source: British Journal of Educational Psychology. Mar2012, Vol. 82 Issue 1, p100-119. 20p.
Abstract: Background. The relationship between executive functions and mathematical skills has been studied extensively, but results are inconclusive, and how this relationship evolves longitudinally is largely unknown. Aim. The aim was to investigate the factor structure of executive functions in inhibition, shifting, and updating; the longitudinal development of executive functions and mathematics; and the relation between them. Sample. A total of 211 children in grade 2 (7-8 years old) from 10 schools in the Netherlands. Method. Children were followed in grade 1 and 2 of primary education. Executive functions and mathematics were measured four times. The test battery contained multiple tasks for each executive function: Animal stroop, local global, and Simon task for inhibition; Animal Shifting, Trail Making Test in Colours, and Sorting Task for shifting; and Digit Span Backwards, Odd One Out, and Keep Track for updating. The factor structure of executive functions was assessed and relations with mathematics were investigated using growth modelling. Results. Confirmatory factor analysis (CFA) showed that inhibition and shifting could not be distinguished from each other. Updating was a separate factor, and its development was strongly related to mathematical development while inhibition and shifting did not predict mathematics in the presence of the updating factor. Conclusions. The strong relationship between updating and mathematics suggest that updating skills play a key role in the maths learning process. This makes updating a promising target for future intervention studies. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The development of executive functions and early mathematics: A dynamic relationship.
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  Data: <searchLink fieldCode="AR" term="%22Van+der+Ven%2C+Sanne+H%2E+G%2E%22">Van der Ven, Sanne H. G.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kroesbergen%2C+Evelyn+H%2E%22">Kroesbergen, Evelyn H.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Boom%2C+Jan%22">Boom, Jan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Leseman%2C+Paul+P%2E+M%2E%22">Leseman, Paul P. M.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Mar2012, Vol. 82 Issue 1, p100-119. 20p.
– Name: Abstract
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  Data: Background. The relationship between executive functions and mathematical skills has been studied extensively, but results are inconclusive, and how this relationship evolves longitudinally is largely unknown. Aim. The aim was to investigate the factor structure of executive functions in inhibition, shifting, and updating; the longitudinal development of executive functions and mathematics; and the relation between them. Sample. A total of 211 children in grade 2 (7-8 years old) from 10 schools in the Netherlands. Method. Children were followed in grade 1 and 2 of primary education. Executive functions and mathematics were measured four times. The test battery contained multiple tasks for each executive function: Animal stroop, local global, and Simon task for inhibition; Animal Shifting, Trail Making Test in Colours, and Sorting Task for shifting; and Digit Span Backwards, Odd One Out, and Keep Track for updating. The factor structure of executive functions was assessed and relations with mathematics were investigated using growth modelling. Results. Confirmatory factor analysis (CFA) showed that inhibition and shifting could not be distinguished from each other. Updating was a separate factor, and its development was strongly related to mathematical development while inhibition and shifting did not predict mathematics in the presence of the updating factor. Conclusions. The strong relationship between updating and mathematics suggest that updating skills play a key role in the maths learning process. This makes updating a promising target for future intervention studies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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