Towards a better understanding of the link between executive functions, early literacy, and emergent mathematical
abilities
The aim of the current study was two-fold. It aimed (i) to examine how a multi-component task, as well as more
specific executive function (EF) tasks, are related to a wide range of early literacy (phonological awareness, orthographic
knowledge, word writing) and emergent mathematical abilities; and (ii) to broaden our understanding of the similar
(domain-general) or differential (domain-specific) nature of these relations. The study was conducted in the northern part of
Israel. Our results indicated that the multi-component task Head-Toes-Knees-Shoulders, which taps most EF
components (attentional control, inhibition, shifting, and working memory) significantly contributed to most domains of preschool
academic development. These included orthographic knowledge and emergent mathematical abilities even after controlling for the
role of background cognitive skills.
The findings showed that EF tasks have domain-general predictive power for pre-academic abilities that are less
automatic and require more effortful processing of information such as word writing at preschool age. Moreover, our results
provide clear empirical evidence for the psychometric validity of the multi-component task as a tool that can assess individual
differences in EFs for the early identification of children at risk for academic difficulties. This finding can contribute to
practitioners searching for an ecologically valid, age-appropriate, and age-sensitive measure of EF abilities as a diagnostic
tool.
Article outline
- 1.Introduction
- 1.1Executive functions
- 1.2The question of the unity and diversity of executive functions among adults and children
- 1.3Challenges of measuring EFs in preschoolers
- 1.4Pre-literacy in reading, writing, and language
- 1.5Emergent mathematical abilities
- 1.6The link between EF components and pre-academic skills
- 2.The current study
- 3.Method
- 3.1Participants and procedure
- 3.2Tests
- 3.2.1Background cognitive skills
- 3.2.2Executive functions
- 3.2.3Pre-academic abilities: Emergent literacy
- 3.2.4Pre-academic abilities: Emergent mathematical abilities
- 3.3Analyses
- 4.Results
- 4.1Initial data analysis
- 4.2Correlation between pre-academic abilities and EF components and background cognitive skills
- 4.3Correlation between EF components and factor analysis
- 4.4Hierarchical multiple regression analyses
- 5.Discussion
- 5.1The multicomponent EF task versus the single EF tasks and their connection to pre-academic abilities
- 5.2The connections between EFs and the diverse pre-academic abilities
- 6.Conclusions
- Acknowledgements
-
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