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¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? In Model 2 for the ECLS-K, working memory βs=0.44–0.46 exceeded inhibitory control and cognitive flexibility, yet its residual correlation with math beyond latent EF was significant only at time point 1. → Nguyen 2019

Evidence¶

Nguyen 2019¶

Nguyen, T., Duncan, R.J., & Bailey, D.H. (2019). Theoretical and methodological implications of associations between executive function and mathematics in early childhood. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2019.04.002

q3 · i? · associational · r2

Path estimates from Model 2 estimated on ECLS-K raw data at three waves (Table 6). The article reports working memory "βs=0.44–0.46" and no clear residual-correlation pattern across meta-analytic studies.

"Model 2 showed that working memory was the most closely associated component of EF, βs=0.44–0.46, although only time point 1 found working memory to have a positive residual correlation beyond the latent EF factor."

Discussion¶

Learner Variables¶

• Working Memory — predictor: learners who differ on it differ in outcomes
• Executive Function — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year — the general claim this finding bears on, with the studies behind it
• In the ECLS-K: 2010 dataset, a single latent EF factor model fits EF–math associations better than a specific-components model at all three time points — related
• Math achievement correlates more strongly with EF components than EF components correlate with each other in early childhood — related
• In a meta-analytic database of ten studies, the latent EF factor model was preferred in seven samples, with two favoring the components model and one equal — related
• 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
• 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 — related
• Preschool math ability significantly predicts kindergarten math ability on both the ECLS-K Math battery and the Applied Problems subtest — related
• Improvement during practice is highly variable across functions and stages, with final abilities in different functions correlating only about 0.4 — related