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Do Chinese Children With Math Difficulties Have a Deficit in Executive Functioning?

Xiaochen Wang1, George K Georgiou2, Qing Li3

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Summary

Children with mathematics difficulties (MD) show executive functioning (EF) deficits, but processing speed largely explains these differences. This impacts understanding EF in MD and reading difficulties and math (RDMD) in Chinese children.

Keywords:
Chineseexecutive functioningmath disabilitiesspeed of processingworking memory

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Executive Functioning (EF) is a known predictor of mathematics performance.
  • The presence of EF deficits in children with mathematics difficulties (MD) is not well-established.

Purpose of the Study:

  • To investigate whether Chinese children with MD exhibit EF deficits.
  • To compare EF performance between children with MD, those with reading difficulties and MD (RDMD), and typically developing (TD) peers.

Main Methods:

  • Assessed 23 children with MD, 30 with RDMD, and 31 TD peers on inhibition, attention shifting, working memory, and processing speed.
  • Utilized standardized tests for reading and mathematics abilities.
  • Employed Multivariate Analysis of Variance (MANOVA) for group comparisons.

Main Results:

  • Children with MD performed worse on all EF tasks compared to TD peers.
  • MD and RDMD groups showed similar performance in working memory and inhibition, with MD outperforming RDMD in attention shifting.
  • Controlling for processing speed significantly reduced or eliminated EF performance differences between TD and MD groups, and between MD and RDMD groups.

Conclusions:

  • Chinese children with MD, with or without reading difficulties, exhibit significant deficits across all EF skills.
  • Lower-level deficits in processing speed appear to be the primary factor underlying the observed EF deficits in children with MD.