Caron A. C. Clark|Tiffany D. Sheffield|Sandra A. Wiebe|Kimberly Andrews Espy
Longitudinal Associations Between Executive Control and Developing Mathematical Competence in Preschool Boys and Girls
University of Nebraska–Lincoln|University of Oregon|University of Nebraska–Lincoln|University of Alberta|University of Nebraska–Lincoln|University of Oregon
executive control ec related mathematics performance middle childhood however little known regarding ec informal numeracy differentially support mathematics skill acquisition preschoolers sample preschoolers 115 girls 113 boys stratified social risk completed ec task battery 3 years informal numeracy assessments 375 45 years broad mathematics assessment kindergarten strong associations observed latent ec age 3 mathematics achievement kindergarten remained robust accounting earlier informal numeracy socioeconomic status language processing speed relations ec mathematics achievement stronger girls boys findings highlight unique role ec predicting children may difficulty transitioning formal mathematics instruction