Cognitive Abilities and Mathematical Competencies at School Entry
ABSTRACT The aim of this study was to identify mathematical competencies in early childhood and cognitive correlates of those competencies in a prospective longitudinal sample of children (N = 1,292) in predominantly low‐income and nonurban communities in the United States. General mental ability, p...
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| Veröffentlicht in: | Mind, brain and education brain and education, 2018-12, Vol.12 (4), p.175-185 |
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| container_title | Mind, brain and education |
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| creator | Ribner, Andrew Moeller, Korbinian Willoughby, Michael Blair, Clancy |
| description | ABSTRACT
The aim of this study was to identify mathematical competencies in early childhood and cognitive correlates of those competencies in a prospective longitudinal sample of children (N = 1,292) in predominantly low‐income and nonurban communities in the United States. General mental ability, processing speed, vocabulary, and the working memory (WM), inhibitory control (IC), and cognitive flexibility components of executive function (EF) were assessed when children were aged 4 and 5 years. Math ability was assessed prior to school entry using a norm‐referenced assessment. Exploratory factor analysis indicated that items from the math assessment loaded onto factors representing conceptual and procedural skill. General mental ability, processing speed, vocabulary, and a unitary EF composite all related to both conceptual and procedural skill. When EF components were examined separately, however, only the IC aspect of EF was related to conceptual skill and only the WM aspect of EF was related to procedural skill. |
| doi_str_mv | 10.1111/mbe.12160 |
| format | Article |
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The aim of this study was to identify mathematical competencies in early childhood and cognitive correlates of those competencies in a prospective longitudinal sample of children (N = 1,292) in predominantly low‐income and nonurban communities in the United States. General mental ability, processing speed, vocabulary, and the working memory (WM), inhibitory control (IC), and cognitive flexibility components of executive function (EF) were assessed when children were aged 4 and 5 years. Math ability was assessed prior to school entry using a norm‐referenced assessment. Exploratory factor analysis indicated that items from the math assessment loaded onto factors representing conceptual and procedural skill. General mental ability, processing speed, vocabulary, and a unitary EF composite all related to both conceptual and procedural skill. When EF components were examined separately, however, only the IC aspect of EF was related to conceptual skill and only the WM aspect of EF was related to procedural skill.</description><identifier>ISSN: 1751-2271</identifier><identifier>EISSN: 1751-228X</identifier><identifier>DOI: 10.1111/mbe.12160</identifier><identifier>PMID: 30906422</identifier><language>eng</language><publisher>Hoboken, USA: Wiley Subscription Services, Inc</publisher><subject>Children ; Cognitive Ability ; Cognitive Processes ; Early Childhood Education ; Executive function ; Factor analysis ; Longitudinal Studies ; Low Income Students ; Poverty ; Rural Areas ; Short term memory</subject><ispartof>Mind, brain and education, 2018-12, Vol.12 (4), p.175-185</ispartof><rights>2017 International Mind, Brain, and Education Society and Wiley Periodicals, Inc.</rights><rights>Journal Compilation © 2019 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4650-d74235cb2eb285327345b48b734f804b3881ba07207b429a44ad9389078808753</citedby><cites>FETCH-LOGICAL-c4650-d74235cb2eb285327345b48b734f804b3881ba07207b429a44ad9389078808753</cites><orcidid>0000-0003-2738-238X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fmbe.12160$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fmbe.12160$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>230,314,776,780,881,1411,27901,27902,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1204983$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/30906422$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Ribner, Andrew</creatorcontrib><creatorcontrib>Moeller, Korbinian</creatorcontrib><creatorcontrib>Willoughby, Michael</creatorcontrib><creatorcontrib>Blair, Clancy</creatorcontrib><creatorcontrib>Family Life Project Key Investigators</creatorcontrib><creatorcontrib>the Family Life Project Key Investigators</creatorcontrib><title>Cognitive Abilities and Mathematical Competencies at School Entry</title><title>Mind, brain and education</title><addtitle>Mind Brain Educ</addtitle><description>ABSTRACT
The aim of this study was to identify mathematical competencies in early childhood and cognitive correlates of those competencies in a prospective longitudinal sample of children (N = 1,292) in predominantly low‐income and nonurban communities in the United States. General mental ability, processing speed, vocabulary, and the working memory (WM), inhibitory control (IC), and cognitive flexibility components of executive function (EF) were assessed when children were aged 4 and 5 years. Math ability was assessed prior to school entry using a norm‐referenced assessment. Exploratory factor analysis indicated that items from the math assessment loaded onto factors representing conceptual and procedural skill. General mental ability, processing speed, vocabulary, and a unitary EF composite all related to both conceptual and procedural skill. 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The aim of this study was to identify mathematical competencies in early childhood and cognitive correlates of those competencies in a prospective longitudinal sample of children (N = 1,292) in predominantly low‐income and nonurban communities in the United States. General mental ability, processing speed, vocabulary, and the working memory (WM), inhibitory control (IC), and cognitive flexibility components of executive function (EF) were assessed when children were aged 4 and 5 years. Math ability was assessed prior to school entry using a norm‐referenced assessment. Exploratory factor analysis indicated that items from the math assessment loaded onto factors representing conceptual and procedural skill. General mental ability, processing speed, vocabulary, and a unitary EF composite all related to both conceptual and procedural skill. When EF components were examined separately, however, only the IC aspect of EF was related to conceptual skill and only the WM aspect of EF was related to procedural skill.</abstract><cop>Hoboken, USA</cop><pub>Wiley Subscription Services, Inc</pub><pmid>30906422</pmid><doi>10.1111/mbe.12160</doi><tpages>11</tpages><orcidid>https://orcid.org/0000-0003-2738-238X</orcidid><oa>free_for_read</oa></addata></record> |
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| ispartof | Mind, brain and education, 2018-12, Vol.12 (4), p.175-185 |
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| source | Education Source (EBSCOhost); Wiley Online Library Journals |
| subjects | Children Cognitive Ability Cognitive Processes Early Childhood Education Executive function Factor analysis Longitudinal Studies Low Income Students Poverty Rural Areas Short term memory |
| title | Cognitive Abilities and Mathematical Competencies at School Entry |
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