Psychological Development and Education ›› 2016, Vol. 32 ›› Issue (1): 9-16.doi: 10.16187/j.cnki.issn1001-4918.2016.01.02

Previous Articles     Next Articles

Executive Function in 5~6 Years Old Children with Different Mathematical Ability

TIAN Lili, ZHOU Xin, KANG Dan, XU Jingjing, LI Zhengqing   

  1. Department of Early Childhood Education, East China Normal University, Shanghai, 200062
  • Online:2016-01-15 Published:2016-01-15

PDF (PC)

Abstract: In order to investigate the differences in executive function among children with different early mathematical ability, 4 groups of children were selected from 311 kindergarteners.They were children at risk for mathematics learning disability (MLD), low achieving children, typical development children and high achieving children. Group differences in executive function were first analyzed.Discriminant analysis was then applied to investigate which functions predict group membership best, The results are as follows:In comparison with the typically achieving group, Children at risk for MLD showed general deficits in updating, inhibition and switch. Low achieving group had deficit only in number-related updating. The high achieving children outperformed the typical development children in number updating and one switching task with time limit.Furthermore, discriminant analysis indicated that it was the underlying construct of updating and switching that contribute most to the group differences in early mathematical ability.

Key words: kindergarten children, at risk for mathematics learning disability, executive function, early mathematic ability

CLC Number: 

  • B844

Andersson,U.(2007).The contribution of working memory to children's mathematical word problem solving.Applied Cognitive Psychology,21(9),1201-1216.

Andersson,U.,& Lyxell,B.(2007).Working memory deficit in children with mathematical difficulties:A general or specific deficit? Journal of Experimental Child Psychology,96,197-228.

Alloway,T.P.,Gathercole,S.E.,Adams,A.M.,Willis,C.,Eaglen,R.,& Lamont,E.(2005).Working memory and phonological awareness as predictors of progress towards early learning goals at school entry.British Journal of Developmental Psychology,23,417-426.

Ashkenazi,S.,Rosenberg-Lee,M.,Metcalfe,A.W.S.,Swigart,A.G.,& Menon,V.(2013).Visuo-spatial working memory is an important source of domain-general vulnerability in the development of arithmetic cognition.Neuropsychologia,51(11),2305-2317.

Blair,C.,& Razza,R.P.(2007).Relating effortful control,executive function,and false belief understanding to emerging math and literacy ability in kindergarten.Child Development,78(2),647-663.

Bull,R.,Espy,K.A.,& Wiebe,S.A.(2008).Short-term memory,working memory and executive functioning in preschoolers:Longitudinal predictors of mathematical achievement at age 7 years.Developmental Neuropsychology,33,205-228.

Bull,R.,& Scerif,G.(2001).Executive functioning as a predictor of children's mathematics ability:Inhibition,switching,and working memory.Developmental Neuropsychology,19,273-293.

Burgess,P.W.,& Simons,J.S.(2005).Theories of frontal lobe executive function:clinical applications.In Effectiveness of Rehabilitation for Cognitive Deficits,ed.PW Halligan,DT Wade,pp.211-31.New York:Oxford Univ.Press.

Clark,C.A.C.,Pritchard,V.E.,& Woodward,L.J.(2010).Preschool executive functioning abilities predict early mathematics achievement.Developmental Psychology,46,1176-1191.

Cragg,L.,& Gilmore,C.(2014).Skills underlying mathematics:The role of executive function in the development of mathematics proficiency.Trends in Neuroscience and Education,3(2),63-68.

De Smedt,B.,Janssen,R.,Bouwens,K.,Verschaffel,L.,Boets,B.,& Ghesquiere,P.(2009).Working Memory and Individual Differences in Mathematics Achievement:A Longitudinal Study from First Grade to Second Grade.Journal Of Experimental Child Psychology,103(2),186-201.

Diamond,A.(2013).Executive Functions.Annual Review of Psychology,64(1),135-168.

Dowker,A.(2004).Early identification and intervention for students with mathematics difficulties.Journal of learning disabilities,38(4),324-332.

Duncan,G.J.,Dowsett,C.J.,Claessens,A.,Magnuson,K.,Huston,A.C.,Klebanov,P.,et al.(2007).School readiness and laterachievement.Developmental Psychology,43,1428-1446.

Engle,R.W.,Tuholski,S.W.,Laughlin,J.E.,& Conway,A.R.A.(1999).Working memory,short-term memory and general fluid intelligence:A latent variable approach.Journal of Experimental Psychology:General,128,309-331.

Espy,K.(1997).The Shape School:Assessing executive function in preschool children.Developmental Neuropsychology,13(4),495-499.

Espy,K.A.,McDiarmid,M.M.,Cwik,M.F.,Stalets,M.M.,Hamby,A.,& Senn,T.E.(2004).The contribution of executive functions to emergent mathematical skills in preschool children.Developmental Neuropsychology,26,465-48.

Espy,K.A.,Bull,R.,Martin,J.,& Stroup,W.(2006).Measuring the development of executive control with the shape school.Psychological Assessment,18,373-381.

Garon N.,Bryson S.E.,Smith,I.M.(2008).Executive function in preschoolers:a review using an integrative framework. Psychological bulletin,134(1),31.

Geary,D.C.,Hamson,C.O.,& Hoard,M.K.(2000).Numerical and arithmetical cognition:A longitudinal study of process and concept deficits in children with learning disability.Journal of Experimental Child Psychology,77,236.

Geary,D.C.,Hoard,M.K.,Nugent,L.,& Bailey,D.H.(2012),Mathematical cognition deficits in children with learning disabilities and persistent low achievement:A five year prospective study.Journal of Educational Psychology,104,206-223.

Ginsburg,H.P.,& Baroody,A.J.(2003) Test of early numeracy mathematics ability (3rd ed.).Austin,TX:Pro-Ed.

Jacques,S.,& Zelazo,P.D.(2001).The Flexible Item Selection Task (FIST):A measure of executive function in preschoolers.Developmental Neuropsychology,20,573-591.

Koontz,K.L.,& Berch,D.B.(1996).Identifying simple numerical stimuli:Processing inefficiencies exhibited by arithmetic learning disabled children.Mathematical Cognition,2,1-23.

Lan,X.,Legare,C.H.,Ponitz,C.C.,Li,S.,& Morrison,F.J.(2011).Investigating the links between the subcomponents of executive function and academic achievement:A cross-cultural analysis of Chinese and American preschoolers.Journal of Experimental Child Psychology,108,677-692.

Lehto,J.E.,Juujärvi,P.,Kooistra,L.,Pulkkinen,L.(2003).Dimensions of executive functioning:evidence from children.British Journal of Developmental Psychology,21(1),59-80.

Mazzocco,M.,& Thompson,R.(2005).Kindergarten Predictors of Math Learning Disability. Learning Disabilities Research & Practice,20(3),142-155.

Mazzocco,M.,& Kover,S.(2007).A longitudinal assessment of executive function skills and their association with math performance.Child Neuropsychology:A Journal On Normal And Abnormal Development In Childhood And Adolescence,13(1),18-45.

Miller,M.R.,Müller,U.,Giesbrecht,G.F.,Carpendale,J.I.,& Kerns,K.A.(2013).The contribution of executive function and social understanding to preschoolers' letter and math skills.Cognitive Development,28(4),331-349.

Michèle M.M.Mazzocco,M.M.M.,& Kover,S.T.(2007).A longitudinal assessment of executive function skills and their association with math performance.Child Neuropsychology,13,18-45.

Miyake,A.,Friedman,N.P.,Emerson,M.J.,Witzki,A.H.,Howerter,A.,& Wager,T.D.(2000).The unity and diversity of executive functions and their contributions to complex frontal lobe tasks:Alatent variable analysis.Cognitive Psychology,41,49-100.

Monette,S.,Bigras,M.,& Guay,M.C.(2011).The role of executive functions in school achievement at the end of Grade 1.Journal of Experimental Child Psychology,109,158-173.

Murphy,M.M.,Mazzocco,M.M.M.,Hanich,L.B.,& Early,M.C.(2007).Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cutoff criterion used to define MLD.Journal of Learning Disabilities,40,458-478.

Nigg.J.T.(2000).On inhibition/disinhibition in developmental psychopathology. Views from cognitive and personality psychology and a working inhibition taxonomy.Psychological Bulletin, 126(2).220-246.

Purpura,D.J.,& Ganley,C.(2014).Working memory and language:Skill-specific or domain-general relations to mathematics? Journal of Experimental Child Psychology,122,104-121.

Schuchardt,K.,Maehler C.,& Hasselhorn M.(2008).Working memory deficits in children with specific learning disorders.Journal of Learning Disabilities,41(6),514-523.

Simmons,F.,Singleton,C.,& Horne,J.K.(2008).Phonological awareness and visual-spatial sketchpad functioning predict early arithmetic attainment:Evidence from a longitudinal study.European Journal of Cognitive Psychology,20,711-722.

Simpson A,Riggs K.J.( 2007).Under what conditions do young children have difficulty inhibiting manual actions? Developmental Psychology,43,417-28.

Stevens,J.(2002).Applied Multivariate Statistics for the Social Sciences.Mahwah,N.J.:L.Erlbaum.

Toll,S.W.M.,Van der Ven,S.H.G.,Kroesbergen,E.H.,& Van Luit,J.E.H.(2011).Executive functions as predictors of math learning disabilities.Journal of Learning Disabilities,44,521-532.

Van der Ven,S.H.G.,Kroesbergen,E.H.,Boom,J.,& Leseman,P.P.M.,(2012),The development of executive functions and early mathematics:A dynamic relationship.British Journal of Educational Psychology,82,100-119.

Wiebe,S.A.,Espy,K.A.,&Charak,D.,( 2008 ),Using confirmatory factor analysis to understand executive control in preschool children:I,Latent structure.Developmental Psychology,44,575-587,

Willoughby,M.T.,Blair,C.B.,Wirth,R.J.,& Greenberg,M.,(2012),The measurement of executive function at age 5:Psychometric properties and relationship to academic achievement.Psychological assessment,24(1),226.

Xenidou-Dervou,I.,van Lieshout,E.,M.,& van der Schoot,M.,(2014),Working Memory in Nonsymbolic Approximate Arithmetic Processing:A Dual-Task Study with Preschoolers.Cognitive Science,38(1),101-127.

陈蒲晶,张静,陈英和.(2011).解释数学困难儿童工作记忆特点的新视角——从同中心模型角度探析.中国特殊教育,01,18-24.

胡月,魏永刚,(2014),执行功能对儿童数量加工的影响.幼儿教育(教育科学),1,49-53.

康丹,周欣,田丽丽,李正清,徐晶晶.(2014). 《早期儿童数学能力测试(中文版)》对上海市5～6岁儿童的适用性研究.幼儿教育,18,39-45.

李媛媛.(2010).4～7岁儿童执行功能的发展及其与相关影响因素关系的研究,辽宁师范大学硕士学位论文.

张乾一,文萍.(2013).3岁幼儿抑制和工作记忆的可分离性研究,心理发展与教育,03,238-246.

张文静,徐芬.(2005).3~5岁幼儿执行功能的发展.应用心理学,01,73-78.

周欣,赵振国,李娟,康丹,田丽丽,程阳春,吕雪,徐晶晶,李正清,汪光珩.(2013).认知因素对儿童早期数学学习困难的影响.学前教育研究,11,3-13.
[1] YAN Zhiqiang, ZHOU Ke, ZENG Xiao, XU Hui, ZHU Xiaoqian, ZHANG Juan. The Relationship between Preschooler’s Executive Function and Aggressive Behavior: The Mediation Effect of Cognitive Empathy [J]. Psychological Development and Education, 2023, 39(6): 788-797.
[2] LIU Yu, SU Yanjie, CAO Chunmei, DING Yu, FAN Yu. The Relationship between Executive Function and Processing Speed with Athletic Ability of the Community Elderly [J]. Psychological Development and Education, 2022, 38(6): 769-777.
[3] WANG Ying, ZHU Haidong, ZHANG Xinyi, XIAO Yan. The Influence of Parent-child Attachment on the Executive Function of Left-behind Preschool Children: Grandparent-child Attachment as a Mediator and Moderator [J]. Psychological Development and Education, 2022, 38(2): 195-206.
[4] BAI Rong, YAN Rong, WANG Qian, LI Ye, XING Shufen. The Relationships between Executive Functions and Problem Behavior: Situational Specificity and Gender Differences [J]. Psychological Development and Education, 2022, 38(1): 35-44.
[5] REN Yi, HUANG Silin. The Mechanisms of Poverty Impedes Children's Executive Function [J]. Psychological Development and Education, 2022, 38(1): 134-143.
[6] WANG Xinghua, HONG Huifang, ZHU Ruiling. The Relationship between Mother-child Interaction and Executive Function of 2~3-year-old Children: Moderating Effect of Children's Temperament [J]. Psychological Development and Education, 2021, 37(6): 784-791.
[7] ZHAN Shuwei, YANG Ning, ZHAO Bihua. Receptive Language Skills and Social Withdrawal among Chinese Left-behind Preschool Children: A Moderated Mediation Model [J]. Psychological Development and Education, 2021, 37(6): 834-844.
[8] MU Defang, CHEN Yinghe. How Metacognitive Monitoring Influence WCST of Higher Graders in Primary School: The Moderating Role of Executive Function [J]. Psychological Development and Education, 2021, 37(3): 305-312.
[9] HAN Yan, XU Fen. The Role of the Processing Speed and Executive Function in the Development of Fluid Intelligence During Childhood and Adolescence [J]. Psychological Development and Education, 2020, 36(4): 394-405.
[10] WANG Jingmei, ZHANG Yibin, ZHENG Chenye, LU Yingjun, QIN Jinliang. Study on the Development of Executive Function Subcomponents in 3-6-year-old Children [J]. Psychological Development and Education, 2019, 35(1): 1-10.
[11] WU Huizhong, Wang Mingyi. The Developmental Characteristics of Executive Functions and the Influence of Verbal Ability on Children Aged 2 to 3.5 Years Old [J]. Psychological Development and Education, 2015, 31(6): 654-660.
[12] SU Yanjie, YU Jing. Meta-analysis of The Relation Between Executive Function and Theory of Mind:The Role of Inhibitory Control and Set Shifting [J]. Psychological Development and Education, 2015, 31(1): 51-61.
[13] ZHANG Qian-yi, WEN Ping. The Research on the Structure of Executive Function in 3-Year-Old [J]. Psychological Development and Education, 2013, 29(3): 238-246.
[14] HUANG He-qing, SU Yan-jie. The Development of Empathy Across the Lifespan: A Perspective of Double Processes [J]. Psychological Development and Education, 2012, 28(4): 434-441.
[15] HAN Ying-hong, LIU Ni-na, YAN Guo-li, LIU Jian. Picture Book Reading under Two Reading Styles for the 3～4 Year-Old Kindergarten Children [J]. Psychological Development and Education, 2011, 27(4): 394-400.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd