The contribution of executive function and social understanding to preschoolers’ letter and math skills |
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Authors: | Michael R. Miller,Ulrich Mü ller,Gerald F. Giesbrecht,Jeremy I. Carpendale,Kimberly A. Kerns |
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Affiliation: | 1. Department of Psychology, University of Victoria, PO Box 3050 STN CSC, Victoria, British Columbia V8W 3P5, Canada;2. Department of Psychology, Simon Fraser University, RCB 5246, 8888 University Drive, Burnaby, British Columbia V5A 1S6, Canada |
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Abstract: | The influence of executive function and social understanding on letter and math skills was examined in 129 3–5-year-olds. Tasks were administered to measure working memory, inhibition, social understanding, letter and math skills, and vocabulary. Using latent variable analyses, multiple models were compared in order to examine the influence of executive function and social understanding on participants’ emerging academic skills. In the best-fitting model, working memory contributed to letter and math skills, over and above inhibition, social understanding, age, and vocabulary. Inhibition and social understanding did not uniquely contribute to letter and math skills, but significant relations were found among working memory, inhibition, and social understanding. Findings are discussed with respect to improving ways to examine the complex relations among preschoolers’ executive function, social understanding, and school readiness skills. |
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Keywords: | Executive function Social understanding Academic school readiness Preschool children Structural equation modelling Latent variable analysis |
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