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Related Experiment Video

Updated: Jan 27, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Cognitive Abilities and Mathematical Competencies at School Entry.

Andrew Ribner1, Korbinian Moeller2, Michael Willougby3

  • 1New York University, Department of Applied Psychology, 246 Greene Street, New York, NY 10003 United States.

Mind, Brain and Education : the Official Journal of the International Mind, Brain, and Education Society
|March 26, 2019
PubMed
Summary
This summary is machine-generated.

Early math skills involve conceptual and procedural abilities. Executive functions like inhibitory control and working memory are key cognitive correlates for these developing mathematical competencies in young children.

Keywords:
cognitionearly childhoodeducationexecutive functionmathematics

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Early childhood mathematical competencies are crucial for academic success.
  • Understanding the cognitive underpinnings of math skills is essential for targeted interventions.
  • Previous research suggests a link between executive functions and math abilities, but specific components require further investigation.

Purpose of the Study:

  • To identify mathematical competencies in early childhood.
  • To examine the cognitive correlates of these competencies, including general mental ability and executive function components.
  • To investigate the distinct roles of executive function components in conceptual and procedural math skills.

Main Methods:

  • Prospective longitudinal study of 1292 children in low-income, nonurban US communities.
  • Assessment of general mental ability (IQ), processing speed, vocabulary, and executive function (EF) components (working memory, inhibitory control, cognitive flexibility) at ages 4 and 5.
  • Administration of a norm-referenced math assessment prior to school entry, followed by exploratory factor analysis.

Main Results:

  • Exploratory factor analysis revealed two math skill factors: conceptual and procedural.
  • General mental ability, processing speed, vocabulary, and a composite EF score were associated with both conceptual and procedural math skills.
  • Specific EF components showed differential relationships: inhibitory control related to conceptual skill, and working memory related to procedural skill.

Conclusions:

  • Mathematical ability in early childhood comprises distinct conceptual and procedural skills.
  • While general cognitive abilities support overall math development, specific executive function components play targeted roles.
  • Inhibitory control is linked to understanding math concepts, while working memory supports mathematical procedures.