Reference : Measuring Executive Functions and their Relation to Math Intelligence in Preschool Ch...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Education & instruction
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
Educational Sciences
http://hdl.handle.net/10993/47652
Measuring Executive Functions and their Relation to Math Intelligence in Preschool Children: A Meta-Analysis
English
Emslander, Valentin mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
Scherer, Ronny mailto [Centre for Educational Measurement at the University of Oslos (CEMO), University of Oslo, Norway > Faculty of Educational Sciences]
Jul-2021
Yes
No
International
12th ITC 2021 Colloquium
from 09-07-2021 to 12-07-2021
International Test Commission
online
[en] Executive Functions ; Inhibition ; Attention Shifting ; Working Memory ; Math Intelligence ; Meta-Analysis ; Assessment ; Preschool Children
[en] Introduction: Executive functions (inhibition, attention shifting, updating) are linked to math intelligence in school students and adults. This link is particularly important because performance in school mathematics is predictive of various competencies later in life. While some researchers argue that tests of executive functions and math intelligence measure the same underlying construct, others argue that they measure distinct but correlated constructs. Also, evidence on the differentiation of cognitive skills over time exists. Clarifying the relation between executive functions and math intelligence is, however, challenging, especially because preschoolers cannot fill in commonly used questionnaires that require them to read. As a consequence, researchers have to resort to behavioral, verbal, apparatus-, or computer-based assessments of executive functions.
Objectives/Methodology: With this meta-analysis of 29 studies containing 268 effect sizes, we examined the link between executive functions and math intelligence for a total sample of 25,510 preschool children. Specifically, we synthesized the corresponding correlations and sought to clarify which executive function assessments were used for preschool children and how the assessment characteristics may moderate the correlation between executive functions and mathematical skills.
Results: Utilizing three-level random-effects meta-analysis, we found a moderate correlation between executive functions and mathematical skills in preschool children, r = 0.35. The type of assessment (behavioral, verbal, apparatus-, or computer-based assessments) did not moderate this relation. Differentiating between the three executive functions revealed average correlations of r = 0.30 between math and inhibition, r = 0.38 between math and attention shifting, and r = 0.36 between math and updating. These analyses will be supplemented by further moderator analyses.
Conclusions: Our findings support the significant link between executive functions and mathematical skills in preschoolers—yet, the average correlations do not suggest that both measures are identical. Results will be discussed against the background of deployed assessments and testing environments.
Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)
Researchers ; Professionals
http://hdl.handle.net/10993/47652

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