Executive function and mathematics in preschool children: Training and transfer effects

Area of Science:

• Cognitive Development
• Educational Psychology
• Neuroscience

Background:

• Executive function (EF) and mathematics proficiency are crucial for societal development.
• Existing research suggests a link between EF and math skills across age groups, but causal relationships remain unclear.
• Early childhood is a critical period for developing both EF and mathematical abilities.

Purpose of the Study:

• To investigate the causal links between executive function (EF) and mathematics proficiency in preschoolers.
• To determine the effectiveness of targeted EF, number, or combined EF+Number training on cognitive and mathematical skills.
• To explore differential training effects based on pre-existing EF levels and socioeconomic status.

Main Methods:

• A randomized controlled trial involving 104 typically developing preschool children.
• Four training conditions: EF training, Number training, EF+Number training, and an active control group.
• Brief training sessions (3) with pretest and posttest assessments of EF and mathematics skills.

Main Results:

• EF training enhanced trained EF skills but not untrained EF or general math skills.
• EF+Number training improved number and general mathematics skills, but not EF skills.
• Children with lower pretest EF showed greater EF gains, and those from lower socioeconomic backgrounds had larger numerical skill improvements after EF training.

Conclusions:

• Short-term, targeted training interventions can effectively improve specific executive function and mathematical skills in early childhood.
• Combined EF and Number training shows promise for enhancing mathematics proficiency.
• Socioeconomic status may influence the benefits of EF training on numerical skills, suggesting potential for targeted support.