Remote assessment of the association between early executive function and mathematics skills

IF 2.8 4区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Infant and Child Development Pub Date : 2024-07-30 DOI:10.1002/icd.2534

Jasmine R. Ernst, Sarah E. Pan, Stephanie M. Carlson

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Abstract

Executive function (EF) skills are consistently associated with global mathematics assessments. However, less is known about which specific mathematics skills invoke EF in early childhood. We adapted batteries of EF, numerical, and patterning tasks to be conducted via synchronous video conferencing with typically developing 4-year-old children (N = 115, 56.6% female, 85.2% White, non-Hispanic, 7.8% Multiracial, 0.9% Hispanic, 0.9% Black, 1.7% American Indian/Alaska Native, 2.6% Asian and 0.9% missing) from primarily upper middle class households (maternal education range: some college to graduate or professional degree, mode = graduate or professional degree) in the United States. We found feasibility of remote adaptation varied greatly by task. Just over half of enrolled children (57.02%) completed all tasks and there were higher rates of missingness compared to an in-person sample with a similar age range collected in schools. Nonetheless, working memory predicted various mathematics skills, including patterning, verbal counting, and number comparison, controlling for age and maternal education. Relations between cognitive flexibility and patterning varied across model specifications. Overall, these findings provide insight into the costs and benefits of remotely administered direct assessments of EF and mathematics in early childhood and add to the growing body of literature suggesting working memory plays an important role in several foundational early mathematics skills. Suggestions are offered for remote assessment with preschoolers.

Highlights

Executive function and mathematics tasks were adapted for remote use and associations among skill sets were examined.
Remotely administered data collection sessions had higher rates of missingness than comparable in-person studies.
Findings replicate and extend prior work on the associations between working memory and patterning, verbal counting, and number comparison in a remote setting.

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远程评估早期执行功能与数学能力之间的联系

执行功能（EF）技能一直与总体数学评估相关联。然而，人们对幼儿期哪些特定的数学技能能激发执行功能却知之甚少。我们通过同步视频会议，对来自美国主要中上层家庭（母亲教育程度范围：从一些大学到研究生或专业学位，模式 = 研究生或专业学位）的发育典型的 4 岁儿童（人数 = 115，56.6% 为女性，85.2% 为非西班牙裔白人，7.8% 为多种族，0.9% 为西班牙裔，0.9% 为黑人，1.7% 为美国印第安人/阿拉斯加原住民，2.6% 为亚洲人，0.9% 为失踪人口）的执行功能、数字和模式任务进行了调整。我们发现，远程适应的可行性因任务的不同而有很大差异。仅有一半多（57.02%）的注册儿童完成了所有任务，而且与在学校收集的年龄范围相似的亲身样本相比，遗漏率更高。尽管如此，在控制年龄和母亲教育程度的情况下，工作记忆仍能预测各种数学技能，包括模式化、口头计数和数字比较。认知灵活性与模式化之间的关系在不同的模型规格中有所不同。总之，这些研究结果让我们深入了解了幼儿期远程直接评估幼儿情绪和数学能力的成本和效益，并为越来越多的文献提供了新的信息，这些文献表明工作记忆在几种基础性早期数学技能中发挥着重要作用。研究还为学龄前儿童的远程评估提出了建议。亮点执行功能和数学任务被改编为远程使用，技能组合之间的关联也得到了研究。与同类的现场研究相比，远程管理的数据收集环节有更高的遗漏率。研究结果复制并扩展了之前在远程环境下工作记忆与模式化、口头计数和数字比较之间的关联方面所做的工作。

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来源期刊

Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

2.90

自引率

9.10%

发文量

期刊介绍： Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)