Two competing measurement models of the EF–math relation: latent EF as primary influence versus specific EF components as primary influences¶

Theory · All theories
Evidence · 4 claims (4 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The article formalizes two conceptual models for how EF relates to children's math achievement: "Model 1, which illustrates latent EF as the primary influence on math (represented in the model by a single common factor), and Model 2, which illustrates specific components of EF as the primary influences on math." Model 1 implies EF–math relations reflect the extent to which tasks measure the same construct, and predicts EF interventions affect math only via influences general to all EF tasks. Model 2 implies components differentially influence math, predicting component-specific interventions can transfer regardless of latent EF. The two specifications yield substantively different causal interpretations even when explaining similar total variance.

Design Implications¶

Context¶

Requirements¶

• Distinguishing the models requires datasets with measures of all three EF components (working memory, inhibitory control, cognitive flexibility) and standardized math achievement, and model comparison via BIC because Model 2 is saturated

Constraints¶

• The article notes a major limitation of Model 1 is that we do not know what the common factor is, and both models may be overly simplified if EF components are related in a formative rather than reflective way

Target Learners¶

• children in early childhood (ages 3–6)

Target Learning Objectives¶

• mathematics achievement
• executive function

Claims¶

• Latent Ef Factor Preferred Ecls K Math [+M]
• Meta Analytic Replication Latent Ef Model [+M]
• Math achievement correlates more strongly with EF components than EF components correlate with each other in early childhood [+W]
• 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 [+W]

Related Theories¶

Examples¶

• EF interventions aiming to transfer to mathematics should target factors general to all EF components rather than specific components

Key Sources¶

• 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