Attention problems are more important than executive functioning for predicting first-grade calculation, while executive functioning is more important for applied problems¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Attention problems showed larger unique predictive value than executive functioning for first-grade calculation, whereas executive functioning showed larger unique predictive value than attention problems for first-grade applied problems. → Hassinger-Das 2013
Evidence¶
Hassinger-Das 2013¶
Hassinger-Das, B., Jordan, N. C., Glutting, J., Irwin, C., & Dyson, N. (2013). Domain General Mediators of the Relation between Kindergarten Number Sense and First-Grade Mathematics Achievement. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2013.09.008
q3 · i? · associational · r2
Results of the four MRAs in the 107-child longitudinal sample: for WJ Calculation, attention problems' standardized beta (.541) was the largest unique contribution, 3.3 times that of executive functioning (.162); for WJ Applied Problems, executive functioning (.438) exceeded attention problems (.349).
"It is noteworthy that attention problems appear to be more important for predicting first-grade number sense and calculation performance than executive functioning while the reverse is true for first-grade applied problems."
Discussion¶
Learner Variables¶
- Executive Function — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Among kindergartners with low number sense, attention problems and executive functioning each uniquely predict first-grade mathematics outcomes — related
- The mediating effects of executive functioning and attention problems did not significantly differ from each other on any first-grade outcome — related
- Teacher-rated hyperactive/impulsive behavior did not predict any first-grade academic outcomes in children with low number sense — related
- The set of executive-function and intelligence predictors of academic achievement differs across Grades 2, 4, and 6, with EF contributions appearing cumulative as students get older — related
- Executive functioning was not a significant unique predictor of first-grade reading in children with low number sense — related
- Teacher-rated behavioral inattention was not uniquely predictive of any grade 1 math outcome despite significant zero-order correlations — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
differential-prediction-attention-calculation-ef-applied-problems |
title |
Attention problems are more important than executive functioning for predicting first-grade calculation, while executive functioning is more important for applied problems |
description |
Attention problems are more important than executive functioning for predicting first-grade calculation, while executive functioning is more important for applied problems |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hassinger-das-2013 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.