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Foundations of mathematics and literacy: The role of executive functioning components.
J Exp Child Psychol. 2017 01; 153:15-34.JE

Abstract

The current study investigated the relations between the three cognitive processes that comprise executive functioning (EF)-response inhibition, working memory, and cognitive flexibility-and individual components of mathematics and literacy skills in preschool children. Participants were 125 preschool children ranging in age from 3.12 to 5.26years (M=4.17years, SD=0.58). Approximately 53.2% were female, and the sample was predominantly Caucasian (69.8%). Results suggest that the components of EF may be differentially related to the specific components of early mathematics and literacy. For mathematics, response inhibition was broadly related to most components. Working memory was related to more advanced mathematics skills that involve comparison or combination of numbers and quantities. Cognitive flexibility was related to more conceptual or abstract mathematics skills. For early literacy, response inhibition and cognitive flexibility were related to print knowledge, and working memory was related only to phonological awareness. None of the EF components was related to vocabulary. These findings provide initial evidence for better understanding the ways in which EF components and academic skills are related and measured. Furthermore, the findings provide a foundation for further study of the components of each domain using a broader and more diverse array of measures.

Authors+Show Affiliations

Department of Human Development and Family Studies, Purdue University, West Lafayette, IN 47907, USA. Electronic address: purpura@purdue.edu.Department of Human Development and Family Studies, Purdue University, West Lafayette, IN 47907, USA.Department of Psychology, Florida State University, and Florida Center for Research in Science Technology, Engineering, and Mathematics, Learning Systems Institute, Tallahassee, FL 32306, USA.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

27676183

Citation

Purpura, David J., et al. "Foundations of Mathematics and Literacy: the Role of Executive Functioning Components." Journal of Experimental Child Psychology, vol. 153, 2017, pp. 15-34.
Purpura DJ, Schmitt SA, Ganley CM. Foundations of mathematics and literacy: The role of executive functioning components. J Exp Child Psychol. 2017;153:15-34.
Purpura, D. J., Schmitt, S. A., & Ganley, C. M. (2017). Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology, 153, 15-34. https://doi.org/10.1016/j.jecp.2016.08.010
Purpura DJ, Schmitt SA, Ganley CM. Foundations of Mathematics and Literacy: the Role of Executive Functioning Components. J Exp Child Psychol. 2017;153:15-34. PubMed PMID: 27676183.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Foundations of mathematics and literacy: The role of executive functioning components. AU - Purpura,David J, AU - Schmitt,Sara A, AU - Ganley,Colleen M, Y1 - 2016/09/27/ PY - 2015/08/03/received PY - 2016/08/28/revised PY - 2016/08/31/accepted PY - 2016/9/28/pubmed PY - 2017/10/5/medline PY - 2016/9/28/entrez KW - Executive functioning KW - Literacy KW - Mathematics KW - Numeracy KW - Preschool KW - School readiness SP - 15 EP - 34 JF - Journal of experimental child psychology JO - J Exp Child Psychol VL - 153 N2 - The current study investigated the relations between the three cognitive processes that comprise executive functioning (EF)-response inhibition, working memory, and cognitive flexibility-and individual components of mathematics and literacy skills in preschool children. Participants were 125 preschool children ranging in age from 3.12 to 5.26years (M=4.17years, SD=0.58). Approximately 53.2% were female, and the sample was predominantly Caucasian (69.8%). Results suggest that the components of EF may be differentially related to the specific components of early mathematics and literacy. For mathematics, response inhibition was broadly related to most components. Working memory was related to more advanced mathematics skills that involve comparison or combination of numbers and quantities. Cognitive flexibility was related to more conceptual or abstract mathematics skills. For early literacy, response inhibition and cognitive flexibility were related to print knowledge, and working memory was related only to phonological awareness. None of the EF components was related to vocabulary. These findings provide initial evidence for better understanding the ways in which EF components and academic skills are related and measured. Furthermore, the findings provide a foundation for further study of the components of each domain using a broader and more diverse array of measures. SN - 1096-0457 UR - https://www.unboundmedicine.com/medline/citation/27676183/Foundations_of_mathematics_and_literacy:_The_role_of_executive_functioning_components_ L2 - https://linkinghub.elsevier.com/retrieve/pii/S0022-0965(16)30135-7 DB - PRIME DP - Unbound Medicine ER -