How executive function contributed to young children’s mathematical achievement: The differential role of non-symbolic and symbolic numerical representation

Abstract

Growing attention was paid to how general cognitive skills and basic mathematical skills contribute to mathematical achievement. This study investigated the pathways from different executive function (EF) skills (i.e., visuospatial working memory, verbal working memory, inhibition and cognitive flexibility) to children’s mathematical achievement through non-symbolic and symbolic numerical representations. At the T1 session, 143 children (69 boys; M_age = 5 years 6 months, SD = 1 year 2 months) completed tasks assessing EF skills, including the forward mouse task, forward and backward digit span task, day-night Stroop task, and dimensional change card sort task. At the T2 session, they completed the dots comparison task, digits comparison task and Test of Early Mathematics Ability. The results indicated that children’s visuospatial working memory and inhibition were associated with future non-symbolic and symbolic numerical representation ability. Moreover, symbolic rather than non-symbolic numerical representation ability was associated with mathematical achievement. Symbolic numerical representation mediated the relationship between inhibition and children’s mathematical achievement. When controlling other variables, a direct relation was found between verbal working memory and future mathematical achievement. These findings shed light on the complicated processes from EF subcomponents and numerical representations to mathematical achievement.