The relation between executive functions and math intelligence in preschool children: A systematic review and meta-analysis.

IF 17.3 1区心理学 Q1 PSYCHOLOGY

Psychological bulletin Pub Date : 2022-05-01 DOI:10.1037/bul0000369

Valentin Emslander, Ronny Scherer

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引用次数: 7

Abstract

Executive functions (EFs) are key skills underlying other cognitive skills that are relevant to learning and everyday life. Although a plethora of evidence suggests a positive relation between the three EF subdimensions, inhibition, shifting, and updating, and math skills for schoolchildren and adults, the ﬁ ndings on the magnitude of and possible variations in this relation are inconclusive for preschool children and several narrow math skills (i.e., math intelligence). Therefore, the present meta-analysis aimed to (a) synthesize the relation between EFs and math intelligence (an aggregate of math skills) in preschool children; (b) examine which study, sample, and measurement characteristics moderate this relation; and (c) test the joint effects of EFs on math intelligence. Utilizing data extracted from 47 studies (363 effect sizes, 30,481 participants) from 2000 to 2021, we found that, overall, EFs are signi ﬁ cantly related to math intelligence ( ¯ r = .34, 95% CI [.31, .37]), as are inhibition ( ¯ r = .30, 95% CI [.25, .35]), shifting ( ¯ r = .32, 95% CI [.25, .38]), and updating ( ¯ r = .36, 95% CI [.31, .40]). Key measurement characteristics of EFs, but neither children ’ s age nor gender, moderated this relation. These ﬁ ndings suggest a positive link between EFs and math intelligence in preschool children and emphasize the importance of measurement characteristics. We further examined the joint relations between EFs and math intelligence via meta-analytic structural equation modeling. Evaluating different models and representations of EFs, we did not ﬁ nd support for the expectation that the three EF subdimensions are differentially related to math intelligence.

查看原文本刊更多论文

学前儿童执行功能与数学智力的关系:系统回顾与元分析。

执行功能是与学习和日常生活相关的其他认知技能的关键技能。尽管大量证据表明，三个EF子维度（抑制、转移和更新）与学童和成年人的数学技能之间存在正相关，但对于学龄前儿童和几种狭义数学技能（即数学智力），关于这种关系的大小和可能的变化的结论是不确定的。因此，本荟萃分析旨在（a）综合学龄前儿童的EFs与数学智力（数学技能的总和）之间的关系；（b）检查哪种研究、样本和测量特征缓和了这种关系；以及（c）测试EFs对数学智力的联合影响。利用从2000年至2021年的47项研究（363个效应大小，30481名参与者）中提取的数据，我们发现，总体而言，EFs与数学智力显著相关（r=.34，95%CI[.31，.37]），抑制（r=.30，95%CI[.25，.35]）、移位（r=.32，95%CI[0.25，.38]）和更新（r=.36，95%CI[31，.40]）。EFs的关键测量特征，但无论是孩子的年龄还是性别，都没有调节这种关系。这些发现表明，EFs与学龄前儿童的数学智力之间存在积极联系，并强调了测量特征的重要性。我们通过元分析结构方程建模进一步检验了EFs与数学智能之间的联合关系。在评估EF的不同模型和表示时，我们没有发现支持三个EF子维度与数学智力有差异相关的预期。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychological bulletin 医学-心理学

CiteScore

33.60

自引率

0.90%

发文量

期刊介绍： Psychological Bulletin publishes syntheses of research in scientific psychology. Research syntheses seek to summarize past research by drawing overall conclusions from many separate investigations that address related or identical hypotheses. A research synthesis typically presents the authors' assessments: -of the state of knowledge concerning the relations of interest; -of critical assessments of the strengths and weaknesses in past research; -of important issues that research has left unresolved, thereby directing future research so it can yield a maximum amount of new information.