Cognitive Abilities and Mathematical Competencies at School Entry

Andrew Ribner, Korbinian Moeller, Michael Willoughby, Clancy Blair

Research output: Contribution to journalArticle

Abstract

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 5years. 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.

Original languageEnglish (US)
JournalMind, Brain, and Education
DOIs
StateAccepted/In press - Jan 1 2017

Fingerprint

Aptitude
Executive Function
cognitive ability
school
Vocabulary
Short-Term Memory
vocabulary
ability
Statistical Factor Analysis
factor analysis
low income
flexibility
childhood
community

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology
  • Cognitive Neuroscience

Cite this

Cognitive Abilities and Mathematical Competencies at School Entry. / Ribner, Andrew; Moeller, Korbinian; Willoughby, Michael; Blair, Clancy.

In: Mind, Brain, and Education, 01.01.2017.

Research output: Contribution to journalArticle

Ribner, Andrew ; Moeller, Korbinian ; Willoughby, Michael ; Blair, Clancy. / Cognitive Abilities and Mathematical Competencies at School Entry. In: Mind, Brain, and Education. 2017.
@article{176e87bf4479450c959680c391a299e4,
title = "Cognitive Abilities and Mathematical Competencies at School Entry",
abstract = "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 5years. 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.",
author = "Andrew Ribner and Korbinian Moeller and Michael Willoughby and Clancy Blair",
year = "2017",
month = "1",
day = "1",
doi = "10.1111/mbe.12160",
language = "English (US)",
journal = "Mind, Brain, and Education",
issn = "1751-2271",
publisher = "Wiley-Blackwell",

}

TY - JOUR

T1 - Cognitive Abilities and Mathematical Competencies at School Entry

AU - Ribner, Andrew

AU - Moeller, Korbinian

AU - Willoughby, Michael

AU - Blair, Clancy

PY - 2017/1/1

Y1 - 2017/1/1

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 5years. 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 5years. 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.

UR - http://www.scopus.com/inward/record.url?scp=85038219147&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85038219147&partnerID=8YFLogxK

U2 - 10.1111/mbe.12160

DO - 10.1111/mbe.12160

M3 - Article

JO - Mind, Brain, and Education

JF - Mind, Brain, and Education

SN - 1751-2271

ER -