Executive function at 48 months moderates the preschool-to-kindergarten development of math ability on the ECLS-K Math battery but not the Applied Problems subtest¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3 · i0 negligible
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Executive function at 48 months significantly moderated the association between preschool and kindergarten math on the ECLS-K Math assessment (β = −0.14, p = .019), but not on Applied Problems. → Blair 2016 (2)

Evidence¶

Blair 2016¶

Blair, Clancy; McKinnon, Rachel D.; the Family Life Project Investigators. (2016). Moderating effects of executive functions and the teacher–child relationship on the development of mathematics ability in kindergarten. Learning and Instruction, 41, 85–93. https://doi.org/10.1016/j.learninstruc.2015.10.001

q3 · i0 · associational · r3

Multilevel regression (Model 2, Table 4) in the Family Life Project sample of 1005 children tested the Preschool Math × Executive Function interaction predicting kindergarten math. The printed interaction was β = −0.14, p = .019 for ECLS-K Math and non-significant for Applied Problems (β = 0.00).

"Executive function scores at 48 months significantly moderated the association between preschool math ability and kindergarten math ability as assessed by the ECLS-K Math assessment, β = −0.14, b = −0.11, SE = 0.05, p = .019, but not the Applied Problems test."

Blair 2016 (2)¶

Blair, Clancy; McKinnon, Rachel D.; the Family Life Project Investigators. (2016). Moderating effects of executive functions and the teacher–child relationship on the development of mathematics ability in kindergarten. Learning and Instruction, 41, 85–93. https://doi.org/10.1016/j.learninstruc.2015.10.001

q3 · i0 · associational · r3

The same multilevel model showed no EF × preschool math interaction for the Applied Problems subtest, so the moderation held for one measure only; the article attributes this to the ECLS-K battery's greater sensitivity to variation among young children.

"Executive function scores at 48 months significantly moderated the association between preschool math ability and kindergarten math ability as assessed by the ECLS-K Math assessment, β = −0.14, b = −0.11, SE = 0.05, p = .019, but not the Applied Problems test."

Discussion¶

Related Claims¶

• Studies relying exclusively on the Applied Problems subtest are likely to miss small but meaningful influences on early math achievement because the measure is less sensitive to variation among young children — a broader claim this one bears on
• Preschool executive function positively predicts kindergarten math on both measures, while teacher–child relationship quality shows only a trend-level main effect on ECLS-K Math and none on Applied Problems — related
• Quality of the kindergarten teacher–child relationship moderates the preschool-to-kindergarten development of math ability on the ECLS-K Math battery but not the Applied Problems subtest — related
• Preschool math ability significantly predicts kindergarten math ability on both the ECLS-K Math battery and the Applied Problems subtest — related
• For children with low preschool math ability, higher executive function and more positive teacher relationships are associated with higher-than-expected kindergarten math, with the preschool–kindergarten association stronger among children low in these moderators — related
• Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year — related
• Executive function at 48 months positively predicts mathematics ability at prekindergarten, with effects persisting after cognitive covariate controls — related
• Under the components model in ECLS-K, working memory is the most closely associated EF component with math, but only at time point 1 does it show a positive residual correlation beyond latent EF — related
• The relationship between socioeconomic resources and children's cognitive development strengthens from infancy to a peak around age 4–4½, then weakens slightly by kindergarten entry. — related
• The interaction of cortisol and alpha amylase at 48 months is unrelated to math and reading ability at prekindergarten and to growth — related