Preschool Executive Functioning Abilities Predict Early Mathematics Achievement
Preschool Executive Functioning Abilities Predict Early Mathematics Achievement
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DOI：
10.1037/a0019672
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发表时间：
2010-09-01
影响因子：
4
通讯作者：
Woodward, Lianne J.
中科院分区：
文献类型：
--
作者：
Clark, Caron A. C.;Pritchard, Verena E.;Woodward, Lianne J.
在执行功能的损害已被记录在学龄儿童的数学学习困难。然而，学前执行功能能力在预测后期数学成绩方面的效用和特异性却知之甚少。本研究探讨了儿童在4岁时的执行功能能力的发展与儿童在6岁时的数学成绩之间的联系，入学后一年。研究样本由104名儿童组成的区域代表性队列组成，前瞻性地从2岁到6岁进行随访。在4岁时，孩子们完成了一系列执行功能任务，评估计划，设置转移和抑制控制。教师完成了学前版的执行功能的行为评定量表。在6岁时收集了儿童数学成绩的临床和课堂测量。研究结果表明，儿童的性能在设置转换，抑制控制，一般执行行为措施在学龄前期间占儿童的早期数学成绩在学校的实质性变化。即使在考虑了一般认知能力和阅读成绩的个体差异之后，这些联系仍然存在。研究结果表明，执行功能的早期措施可能是有用的，在确定儿童谁可能会遇到困难，学习数学技能和概念。他们还认为，这些执行技能的脚手架可能是早期数学教育中有用的额外组成部分。
Impairments in executive function have been documented in school-age children with mathematical learning difficulties. However, the utility and specificity of preschool executive function abilities in predicting later mathematical achievement are poorly understood. This study examined linkages between children's developing executive function abilities at age 4 and children's subsequent achievement in mathematics at age 6, I year after school entry. The study sample consisted of a regionally representative cohort of 104 children followed prospectively from ages 2 to 6 years. At age 4, children completed a battery of executive function tasks that assessed planning, set shifting, and inhibitory control. Teachers completed the preschool version of the Behavior Rating Inventory of Executive Function. Clinical and classroom measures of children's mathematical achievement were collected at age 6. Results showed that children's performance on set shifting, inhibitory control, and general executive behavior measures during the preschool period accounted for substantial variability in children's early mathematical achievement at school. These associations persisted even after individual differences in general cognitive ability and reading achievement were taken into account. Findings suggest that early measures of executive function may be useful in identifying children who may experience difficulties learning mathematical skills and concepts. They also suggest that the scaffolding of these executive skills could potentially be a useful additional component in early mathematics education.