TY - JOUR
T1 - Cognitive Abilities and Mathematical Competencies at School Entry
AU - The Family Life Project Key Investigators
AU - Ribner, Andrew
AU - Moeller, Korbinian
AU - Willoughby, Michael
AU - Blair, Clancy
N1 - Funding Information:
research was provided by the National Institute of Child Health and Human Development Grants R01 HD51502 and P01 HD39667, with co-funding from the National Institute on Drug Abuse. The Family Life Project key investigators include Lynne Vernon-Feagans, the University of North Carolina; Mark Greenberg, the Pennsylvania State University; Martha Cox, the University of North Carolina; Clancy Blair, New York University; Peg Burchinal, the University of North Carolina; Michael Willoughby, the University of North Carolina; Patricia Garrett-Peters, the University of North Carolina; and Roger Mills-Koonce, the University of North Carolina.
Funding Information:
We thank many families and research assistants who made this study possible. Support for this research was provided by the National Institute of Child Health and Human Development Grants R01 HD51502 and P01 HD39667, with co-funding from the National Institute on Drug Abuse. The Family Life Project key investigators include Lynne Vernon-Feagans, the University of North Carolina; Mark Greenberg, the Pennsylvania State University; Martha Cox, the University of North Carolina; Clancy Blair, New York University; Peg Burchinal, the University of North Carolina; Michael Willoughby, the University of North Carolina; Patricia Garrett-Peters, the University of North Carolina; and Roger Mills-Koonce, the University of North Carolina.
Publisher Copyright:
© 2017 International Mind, Brain, and Education Society and Wiley Periodicals, Inc.
PY - 2018/12
Y1 - 2018/12
N2 - The aim of this study was to identify mathematical competencies in early childhood and cognitive correlates of those competencies in a prospective longitudinal sample of children (N = 1,292) in predominantly low-income and nonurban communities in the United States. General mental ability, processing speed, vocabulary, and the working memory (WM), inhibitory control (IC), and cognitive flexibility components of executive function (EF) were assessed when children were aged 4 and 5 years. Math ability was assessed prior to school entry using a norm-referenced assessment. Exploratory factor analysis indicated that items from the math assessment loaded onto factors representing conceptual and procedural skill. General mental ability, processing speed, vocabulary, and a unitary EF composite all related to both conceptual and procedural skill. When EF components were examined separately, however, only the IC aspect of EF was related to conceptual skill and only the WM aspect of EF was related to procedural skill.
AB - The aim of this study was to identify mathematical competencies in early childhood and cognitive correlates of those competencies in a prospective longitudinal sample of children (N = 1,292) in predominantly low-income and nonurban communities in the United States. General mental ability, processing speed, vocabulary, and the working memory (WM), inhibitory control (IC), and cognitive flexibility components of executive function (EF) were assessed when children were aged 4 and 5 years. Math ability was assessed prior to school entry using a norm-referenced assessment. Exploratory factor analysis indicated that items from the math assessment loaded onto factors representing conceptual and procedural skill. General mental ability, processing speed, vocabulary, and a unitary EF composite all related to both conceptual and procedural skill. When EF components were examined separately, however, only the IC aspect of EF was related to conceptual skill and only the WM aspect of EF was related to procedural skill.
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U2 - 10.1111/mbe.12160
DO - 10.1111/mbe.12160
M3 - Article
AN - SCOPUS:85038219147
SN - 1751-2271
VL - 12
SP - 175
EP - 185
JO - Mind, Brain, and Education
JF - Mind, Brain, and Education
IS - 4
ER -