Executive skills, but not nonverbal IQ, at age 3–4 predict preschool counting and number knowledge¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? Executive functioning at t1 predicted counting and number knowledge at t2, while nonverbal IQ had no direct or indirect effect on arithmetic and was dropped from the model. → Moll K. 2015
Evidence¶
Moll K. 2015¶
Moll K., Snowling M. J., Göbel S. M., Hulme C. (2015). Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2015.03.004
q3 · i? · associational · r2
In the preliminary path model, nonverbal IQ (WPPSI-III Block Design and Object Assembly composite) showed no direct or indirect effect on arithmetic and was removed. Executive functions (Go/No-Go, HTKS, Visual Search composite) predicted counting and number knowledge at t2.
"A preliminary model included nonverbal IQ at t1 as a domain-general predictor of all t2 measures (counting skills, number knowledge and phonological awareness) but because nonverbal IQ did not have any direct or indirect effect on arithmetic skills, it was dropped from the model."
Discussion¶
Learner Variables¶
- General Cognitive Ability — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Early language and executive skills at age 3–4 predict preschool counting and number knowledge, which mediate their influence on later arithmetic — related
- IQ and working memory are reliable predictors of academic achievement at the beginning of school when domain knowledge is not controlled — related
- Preschool working memory–flexibility predicts later math achievement, especially in Grade 3 — related
- The same cognitive processes account for variability in arithmetic skills in children at family-risk of dyslexia and typically developing controls — related
- Preschool counting skills and number knowledge directly predict formal arithmetic skills in primary school, together accounting for 40–46% of variance — related
- Motivation's effect on later mathematical performance is indirect, mediated by executive functioning and early numeracy skills — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
executive-skills-not-nonverbal-iq-predict-number-skills |
title |
Executive skills, but not nonverbal IQ, at age 3–4 predict preschool counting and number knowledge |
description |
Executive skills, but not nonverbal IQ, at age 3–4 predict preschool counting and number knowledge |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — moll-k-2015 |
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