With covariates, early and intermediate EF groups become indistinguishable in math level and growth, but the later EF group's disadvantage remains¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? After accounting for sex, maternal education, and pre-k language, no significant misfit appeared when constraining the intercepts and slopes of the early and intermediate EF groups, indicating similar math levels and growth rates. → Sammy F. Ahmed 2022 q3 i? With covariates included, significant misfit appeared when constraining basis coefficients, slopes, and intercepts of the three EF groups, indicating different shapes, rates, and levels of change. → Sammy F. Ahmed 2022 (2)

q3 i? Children classified as developing EF later started pre-k with lower math levels and did not eventually catch up to the math levels of the intermediate or early groups. → Sammy F. Ahmed 2022

Evidence¶

Sammy F. Ahmed 2022¶

Sammy F. Ahmed, Janelle J. Montroy, Lori E. Skibbe, Ryan P. Bowles, & Frederick J. Morrison. (2022). The Timing of Executive Function Development is Associated with Growth in Math Achievement from Preschool through Second Grade. Manuscript in-press at Learning and Instruction. https://orcid.org/0000-0003-3814-2955

q3 · i?

Covariate multigroup model in Results with sex, maternal education, and pre-k picture vocabulary as covariates of level and slope. Constraining early/intermediate intercepts and slopes produced Δχ2 (1) = 0.335, p = .563 and Δχ2 (1) = 0.104, p = .747; no effect size is printed.

"we observed no significant misfit when constraining the intercepts (χ2 (151) = 195.95, p = .008; AIC = 11932.37; aBIC = 11957.33; CFI = .94; TLI = .94, ∆χ2 (1) = 0.335, p = .563) and slopes (χ2 (151) = 195.72, p = .008; AIC = 11932.14; aBIC = 11957.10; CFI = .94; TLI = .94, ∆χ2 (1) = 0.104, p = .747) of the early and intermediate EF groups to equality"

Sammy F. Ahmed 2022 (2)¶

Sammy F. Ahmed, Janelle J. Montroy, Lori E. Skibbe, Ryan P. Bowles, & Frederick J. Morrison. (2022). The Timing of Executive Function Development is Associated with Growth in Math Achievement from Preschool through Second Grade. Manuscript in-press at Learning and Instruction. https://orcid.org/0000-0003-3814-2955

q3 · i? · associational · r2

Covariate multigroup omnibus comparisons in Results across all three EF groups: significant misfit for basis coefficients (Δχ2 (12) = 26.23, p = .010), slopes (Δχ2 (14) = 26.36, p = .023), and intercepts (Δχ2 (16) = 30.10, p = .017); no effect size printed.

"We also found significant misfit when constraining the basis coefficients (χ2 (162) = 221.84, p = .001; AIC = 11936.27; aBIC = 11956.05; CFI = .92; TLI = .92, ∆χ2 (12) = 26.23, p = .010), the slopes (χ2 (164) = 221.98, p = .002; AIC = 11932.40; aBIC = 11951.24; CFI = .92; TLI = .93, ∆χ2 (14) = 26.36, p = .023), and the intercepts (χ2 (166) = 225.72, p = .001; AIC = 11932.14; aBIC = 11950.04; CFI = .92; TLI = .93, ∆χ2 (16) = 30.10, p = .017) of the three EF groups to equality"

Discussion¶

Related Claims¶

• Early EF developers start pre-k with higher math levels than intermediate and later developers and maintain that advantage over time — reports the opposite
• Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year — related
• Without covariates, the rate of math growth and the shape of growth did not differ across the three EF trajectory groups — related
• Preschool executive functions robustly predict mathematical skills during preschool and later in development — a broader claim this one bears on
• Executive functioning and early numeracy skills assessed in kindergarten directly predict mathematical performance in second grade, jointly explaining 57.3% of its variance — related