Concurrent and predictive associations between executive function and numerical skills in early childhood.

Abstract

The importance of early numerical and executive function (EF) skills is well-established, with each skill set positively and specifically predicting later mathematics achievement, income, postsecondary education, and more. Less is known, however, about the relations between EF and numerical skills. Therefore, we examined the concurrent and predictive relations between EF and numerical skills in preschoolers to third graders (N = 205; 4.67-8.75 years of age; 43.9% female; 51.2% White non-Hispanic, 18% multiracial, 6.3% Hispanic, 12.2% Black, 2% American Indian/Alaska Native, 4.9% Asian, 1% not otherwise listed). We found positive concurrent relations between EF and all six numerical skills examined: nonsymbolic magnitude comparison, verbal counting, numerical literacy, count on, non-rote counting, and numerical problem solving. There were unidirectional predictive relations between EF and four of the six numerical skills after controlling for covariates and prior performance on the skill of interest. Bidirectional relations were found only for EF and nonsymbolic magnitude comparison. We also found that the concurrent relation between EF and count on was higher for children with typical versus persistently low mathematics achievement. All other concurrent and predictive relations were similar for children with typical and persistently low mathematics achievement. Overall, these findings show that the relations between EF and numerical skills are both pervasive and nuanced, such that they vary by timing of assessments (i.e., concurrent or predictive) and numerical skill. These results can inform future theoretical models on the role of EF in numerical development and have practical implications for designing interventions targeting these skill sets in early childhood.