Learning executive function and early mathematics: Directions of causal relations

Early Childhood Research Quarterly

Volumn 36, Issue , 2016, Pages 79-90

  Clements, Douglas H ^a   Sarama, Julie ^a   Germeroth, Carrie ^a  

^a UNIVERSITY OF DENVER   (United States)

Author keywords

Early childhood curricula; Early childhood education; Executive function; Intervention; Mathematics education; Self regulation

Indexed keywords

CHILD; EXECUTIVE FUNCTION; HUMAN; HUMAN EXPERIMENT; LEARNING; MATHEMATICS; TEACHING;

EID: 84960910601     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2015.12.009     Document Type: Review

References (166)

1. Aarnoudse-Moens C.S.H., Weisglas-Kuperus N., Duivenvoorden H.J., van Goudoever J.B., Oosterlaan J. Executive function and IQ predict mathematical and attention problems in very preterm children. P ublic Library Of Science 2013, 8(2):e55994. 10.1371/journal.pone.0055994.
2. Alloway T.P., Alloway R.G. Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology 2010, 106(1):124-131. 10.1016/j.jecp.2009.11.003.
3. Alloway T.P., Alloway R.G., Wootan S. Home sweet home: does where you live matter to working memory and other cognitive skills?. Journal of Experimental Child Psychology 2014, 124:124-131. 10.1016/j.jecp.2013.11.012.
4. Anghel D. Executive function in preschool children: working memory as a predictor of mathematical ability at school age. Revista Romaneasca pentru Educatie Multidimensionala 2010, 2(4):5-16.
5. Ansari D., Garcia N., Lucas E., Hamon K., Dhital B. Neural correlates of symbolic number processing in children and adults. Neuroreport 2005, 16:1769-1773.
6. Baker D., Knipe H., Collins J., Leon J., Cummings E., Blair C., Gramson D. One hundred years of elementary school mathematics in the United States: a content analysis and cognitive assessment of textbooks from 1900 to 2000. Journal for Research in Mathematics Education 2010, 41(4):383-423.
7. Barata, M.C. (2010). Executive functions in Chilean preschool children: investigating the associations of early executive functions with emergent mathematics and literacy skills. (doctoral dissertation), Harvard Graduate School of Education, ProQuest Dissertations and Theses database. (UMI No. 3486021).
8. Barnett W.S., Jung K., Yarosz D.J., Thomas J., Hornbeck A., Stechuk R., Burns S. Educational effects of the tools of the mind curriculum: a randomized trial. Early Childhood Research Quarterly 2008, 23(3):299-313. 10.1016/j.ecresq.2008.03.001.
9. Bassok, D., Latham, S. & Rorem, A. (2016) "Is Kindergarten the New First Grade? How early elementary school is changing in the age of accountability" AERA-Open. Charlottesville, VA: Publisher.
10. Berg D.H. Working memory and arithmetic calculation in children: the contributory roles of processing speed, short-term memory, and reading. Journal of Experimental Child Psychology 2008, 99(4):288-308. 10.1016/j.jecp.2007.12.002.
11. Best J.R., Miller P.H., Naglieri J.A. Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences 2011, 21(4):327-336. 10.1016/j.lindif.2011.01.007.
12. Bielaczyc K., Pirolli P.L., Brown A.L. Training in self-explanation and self-regulation strategies: investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction 1995, 13:221-252. 10.1207/s1532690xci1302_3.
13. Bierman K.L., Domitrovich C.E., Nix R.L., Gest S.D., Welsh J.A., Greenberg M.T., Gill S. Promoting academic and social-emotional school readiness: the Head Start REDI program. Child Development 2008, 79(6):1802-1817. 10.1111/j.1467-8624.2008.01227.x.
14. Bierman K.L., Nix R.L., Greenberg M.T., Blair C., Domitrovich C.E. Executive functions and school readiness intervention: impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology 2008, 20(03):821-843. 10.1017/s0954579408000394.
15. Blair C. School readiness: integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist 2002, 57(2):111-127. 10.1037//0003-066x.57.2.111.
16. Blair C., Gamson D., Thorne S., Baker D. Rising mean IQ: cognitive demand of mathematics education for young children, population exposure to formal schooling, and the neurobiology of the prefrontal cortex. Intelligence 2005, 33(1):93-106. 10.1016/j.intell.2004.07.008.
17. Blair C., Protzko J., Ursache A. Self-regulation and early literacy. Handbook of early literacy research 2011, Vol. 3:20-35. Guilford, New York, NY.
18. Blair C., Raver C.C. Closing the achievement gap through modification of neurocognitive and neuroendocrine function: results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. Public Library Of Science 2014, 9(11):e112393. 10.1371/journal.pone.0112393.
19. Blair C., Razza R.P. Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development 2007, 78:647-663.
20. Blair C., Ursache A., Greenberg M.T., Vernon-Feagans L., The Family Life Project Investigators Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in the early elementary grades. Developmental Psychology 2015, 51(4):459-472. 10.1037/a0038813.
21. Bock A., Cartwright K.B., Gonzalez C., O'Brien S., Robinson M.F., Schmerold K., Pasnak R. The role of cognitive flexibility in pattern understanding. Journal of Education and Human Development 2015, 4(1). 10.15640/jehd.v4n1a3.
22. Bodrova E., Leong D.J. Self-Regulation as a key to school readiness: how can early childhood teachers promote this critical competency?. Critical issues in early childhood professional development 2005, 203-224. Brookes, Baltimore, MD. M. Zaslow, I. Martinez-Beck (Eds.).
23. Bodrova E., Leong D.J. Tools of the mind: the Vygotskian approach to early childhood education 2007, Merrill/Prentice Hall, New York, NY. 2nd ed.
24. Bruner J. Actual minds, possible worlds 1986, Harvard University Press, Cambridge, MA.
25. Bull R., Espy K.A., Wiebe S.A. Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology 2008, 33:205-228. 10.1080/87565640801982312.
26. Bull R., Espy K.A., Wiebe S.A., Sheffield T.D., Nelson J.M. Using confirmatory factor analysis to understand executive control in preschool children: sources of variation in emergent mathematic achievement. Developmental Science 2011, 14(4):679-692. 10.1111/j.1467-7687.2010.01012.x.
27. Bull R., Johnston R.S., Roy J.A. Exploring the roles of the visual-spatial sketch pad and central executive in children's arithmetical skills: views from cognition and developmental neuropsychology. Developmental Neuropsychology 1999, 15(3):421-442. 10.1080/87565649909540759.
28. Bull R., Lee K. Executive functioning and mathematics achievement. Child Development Perspectives 2014, 8(1):36-41. 10.1111/cdep.12059.
29. Bull R., Scerif G. Executive functioning as a predictor of children's mathematics ability: inhibition, switching, and working memory. Developmental Neuropsychology 2001, 19(3):273-293. 10.1207/s15326942dn1903_3.
30. Butterworth B., Varma S., Laurillard D. Dyscalculia: from brain to education. Science 2011, 332:1049-1053. 10.1126/science.1201536.
31. Cameron C.E., Brock L.L., Murrah W.M., Bell L.H., Worzalla S.L., Grissmer D., Morrison F.J. Fine motor skills and executive function both contribute to kindergarten achievement. Child Development 2012, 83(4):1229-1244. 10.1111/j.1467-8624.2012.01768.x.
32. Capraro R.M., Capraro M.M., Rupley W.H. Reading-enhanced word problem solving: a theoretical model. European Journal of Psychology of Education 2011, 27(1):91-114. 10.1007/s10212-011-0068-3.
33. Caviola S., Mammarella I.C., Cornoldi C., Lucangeli D. The involvement of working memory in children's exact and approximate mental addition. Journal of Experimental Child Psychology 2012, 112(2):141-160. 10.1016/j.jecp.2012.02.005.
34. Cerda C.A., Im M.H., Hughes J.N. Learning-related skills and academic achievement in academically at-risk first graders. Journal of Applied Developmental Psychology 2014, 35(5):433-443. 10.1016/j.appdev.2014.08.001.
35. Cheng Y.-L., Mix K.S. Spatial training improves children's mathematics ability. Journal of Cognition and Development 2012, 15(1):2-11. 10.1080/15248372.2012.725186.
36. Clark C.A.C., Nelson J.M., Garza J., Sheffield T.D., Wiebe S.A., Espy K.A. Gaining control: changing relations between executive control and processing speed and their relevance for mathematics achievement over the course of the preschool period. Frontiers in Psychology 2014, 5. 10.3389/fpsyg.2014.00107.
37. Clark C.A.C., Pritchard V.E., Woodward L.J. Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology 2010, 46(5):1176-1191. 10.1037/a0019672.
38. Clements D.H., Sarama J. Early childhood mathematics intervention. Science 2011, 333(6045):968-970. 10.1126/science.1204537.
39. Clements D.H., Sarama J. Building Blocks 2013, Vols. 1 and 2. McGraw-Hill Education, Columbus, OH.
40. Clements D.H., Sarama J. Learning and teaching early math: the learning trajectories approach 2014, Routledge, New York, NY. 2nd ed.
41. Clements D.H., Sarama J. Learning executive function and early mathematics. Mathematical instruction for perseverance collected papers 2015, Spencer Foundation, Chicago, IL, pp. 20, retrieved from http://www.spencer.org/content.cfm/mathematics-instruction-for-perseverance. C. Kurose, N. Albert (Eds.).
42. Clements D.H., Sarama J., Layzer C., Unlu F., Germeroth C. The efficacy of an intervention synthesizing scaffolding designed to promote self regulation with an early mathematics curriculum: effects on executive function. Paper presented at the SREE-society for research on educational effectiveness annual conference 2012.
43. Cortina K.S., Miller K.F., Hua S., Peist E., Huang Y., Wei Y. Behavioral regulation of preschoolers in China and the US: the role of attention. Empirische bildungsforschung: theorien, methoden, befunde und perspektiven 2013, 125-133. Waxmann, New York, NY. N. McElvany, H.G. Holtappels (Eds.).
44. Davidse N.J., De Jong M.T., Bus A.G. Causal relations among executive functions and academic skills from preschool to end of first grade. English Linguistics Research 2015, 4(1). 10.5430/elr.v4n1p49.
45. De Corte E., Mason L., Depaepe F., Verschaffel L. Self-regulation of mathematical knowledge and skills. Handbook of self-regulation of learning and performance 2011, 155-172. Routledge, New York. B.J. Zimmerman, D.H. Schunk (Eds.).
46. Decker, J.E. (2011). Linking developmental working memory and early academic skills. (doctoral dissertation), Duquesne University, UMI. Available from UMI ProQuest database (3445221).
47. Diamond A., Barnett W.S., Thomas J., Munro S. Preschool program improves cognitive control. Science 2007, 318:1387-1388. 10.1126/science.1151148.
48. Diamond A., Lee K. Interventions shown to aid executive function development in children 4 to 12 years old. Science 2011, 333(6045):959-964. 10.1126/science.1204529.
49. Dombek J.L., Connor C.M. Preventing retention: first grade classroom instruction and student characteristics. Psychology in the Schools 2012, 49(6):568-588. 10.1002/pits.21618.
50. Dowsett S.M., Livesey D.J. The development of inhibitory control in preschool children: effects of executive skills training. Developmental Psychobiology 2000, 36:161-174.
51. Duncan G.J., Dowsett C.J., Claessens A., Magnuson K., Huston A.C., Klebanov P., Japel C. School readiness and later achievement. Developmental Psychology 2007, 43(6):1428-1446. 10.1037/0012-1649.43.6.1428.
52. Duncan G.J., Magnuson K. The nature and impact of early achievement skills, attention skills, and behavior problems. Whither opportunity? Rising inequality and the uncertain life chances of low-income children 2011, 47-70. Russell Sage, New York, NY. G.J. Duncan, R. Murnane (Eds.).
53. Edens K.M., Potter E.F. An exploratory look at the relationships among math skills, motivational factors and activity choice. Early Childhood Education Journal 2013, 41(3):235-243. 10.1007/s10643-012-0540-y.
54. Elliott J.G., Gathercole S.E., Alloway T.P., Holmes J., Kirkwood H. An evaluation of a classroom-based intervention to help overcome working memory difficulties and improve long-term academic achievement. Journal of Cognitive Education and Psychology 2010, 9(3):227-250. 10.1891/1945-8959.9.3.227.
55. Espinet S.D., Anderson J.E., Zelazo P.D. Reflection training improves executive function in preschool-age children: behavioral and neural effects. Developmental Cognitive Neuroscience 2012, 10.1016/j.dcn.2012.11.009.
56. Farran D.C., Lipsey M.W., Wilson S.J. Curriculum and pedagogy: effective math instruction and curricula. Paper presented at the early childhood math conference 2011.
57. Fisher A.V., Godwin K.E., Seltman H. Visual environment, attention allocation, and learning in young children: when too much of a good thing may be bad. Psychological Science 2014, 10.1177/0956797614533801.
58. Fisher P.H., Dobbs-Oates J., Doctoroff G.L., Arnold D.H. Early math interest and the development of math skills. Journal of Educational Psychology 2012, 104(3):673-681. 10.1037/a0027756.
59. Flook, L., Smalley, S.I., Kitil, M.J., Galla, B.M., Kaiser-Greenland, S., Locke, J., Ishijima, E., Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children, 26, 70-95, doi: . http://10.1080/15377900903379125.
60. Fuchs L.S., Fuchs D., Prentice K. Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability. Journal of Learning Disabilities 2004, 37:293-306. 10.1177/00222194040370040201.
61. Fuhs M.W., Farran D.C., Nesbitt K.T. Preschool classroom processes as predictors of children's cognitive self-regulation skills development. School Psychology Quarterly 2013, 1-13. 10.1037/spq0000031.
62. Fuhs M.W., Farran D.C., Nesbitt K.T. Prekindergarten children's executive functioning skills and achievement gains: the utility of direct assessments and teacher ratings. Journal of Educational Psychology 2015, 107(1):207-221. 10.1037/a0037366.
63. Fuhs M.W., Nesbitt K.T., Farran D.C., Dong N. Longitudinal associations between executive functioning and academic skills across content areas. Developmental Psychology 2014, 50(6):1698-1709. 10.1037/a0036633.
64. Gathercole S.E., Pickering S.J. Assessment of working memory in six- and seven-year old children. Journal of Educational Psychology 2000, 92:377-390. 10.1037/0022-0663.92.2.377.
65. Gathercole S.E., Pickering S.J., Knight C., Stegmann Z. Working memory skills and educational attainment: evidence from national curriculum assessments at 7 and 14 year of age. Applied Cognitive Psychology 2004, 18:1-16. 10.1002/acp.934.
66. Gawrilow C., Fäsche A., Guderjahn L., Gunzenhauser C., Merkt J., von Suchodoletz A. The impact of self-regulation on preschool mathematical achievement. Child Indicators Research 2014, 7(4):805-820. 10.1007/s12187-013-9201-y.
67. Geary D.C. Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study. Developmental Psychology 2011, 47(6):1539-1552. 10.1037/a0025510.
68. Geary D.C., Hoard M.K., Nugent L. Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems. Journal of Experimental Child Psychology 2012, 113(1):49-65. 10.1016/j.jecp.2012.03.003.
69. Gelman, R., & Williams, E. M. (1998). Enabling constraints for cognitive development and learning: domain specificity and epigenesis. In D. Kuhn & R. S. Siegler (Vol. Eds), W. Damon (Ed. In Chief), Handbook of child psychology: Vol. 2. Cognition, perception and language (5th edn, pp. 575-630). NY: John Wiley & Sons.
70. George J.L., Greenfield D.B. Examination of a structured problem-solving flexibility task for assessing approaches to learning in young children: relation to teacher ratings and children's achievement. Journal of Applied Developmental Psychology 2005, 26(1):69-84. 10.1016/j.appdev.2004.10.006.
71. Gilmore C., Attridge N., Clayton S., Cragg L., Johnson S., Marlow N., Inglis M. Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement. Public Library Of Science 2013, 8(6):1-9. 10.1371/journal.pone.0067374.
72. Gilmore C., Cragg L. Teachers' understanding of the role of executive functions in mathematics learning. Mind, Brain, and Education 2014, 8(3):132-136. 10.1111/mbe.12050.
73. Goldin A.P., Hermida M.J., Shalom D.E., Costa M.E., Lopez-Rosenfeld M., Segretin M.S., Sigman M. Far transfer to language and math of a short software-based gaming intervention. Proceedings of the National Academy of Sciences 2014, 111(17):6443-6448. 10.1073/pnas.1320217111.
74. Grimm K.J., Steele J.S., Mashburn A.J., Burchinal M.R., Pianta R.C. Early behavioral associations of achievement trajectories. Developmental Psychology 2010, 46(5):976-983. 10.1037/a0018878.
75. Halberda J., Feigenson L. Set representations required for acquisition of the natural number concept. Behavioral and Brain Sciences 2008, 31(6):655-656. 10.1037/a0012682.
76. Hassinger-Das B., Jordan N.C., Glutting J., Irwin C., Dyson N. Domain-general mediators of the relation between kindergarten number sense and first-grade mathematics achievement. Journal of Experimental Child Psychology 2014, 118:78-92. 10.1016/j.jecp.2013.09.008.
77. Huizinga M., Dolan C.V., van der Molen M.W. Age-related change in executive function: developmental trends and a latent variable analysis. Neuropsychologia 2006, 44:2017-2036. 10.1016/j.neuropsychologia.2006.01.010.
78. Iseman J.S., Naglieri J.A. A cognitive strategy instruction to improve math calculation for children with ADHD and LD: a randomized controlled study. Journal of Learning Disabilities 2011, 44(2):184-195. 10.1177/0022219410391190.
79. Jacob R., Parkinson J. The potential for school-based interventions that target executive function to improve academic achievement: a review. Review of Educational Research 2015, 85:512-552. 10.3102/0034654314561338.
80. Jenks K.M., van Lieshout E.C.D.M., de Moor J.M.H. Cognitive correlates of mathematical achievement in children with cerebral palsy and typically developing children. British Journal of Educational Psychology 2012, 82(1):120-135. 10.1111/j.2044-8279.2011.02034.x.
81. Kilday, C.R. (2010). Factors affecting children's math achievement scores in preschool, (Doctoral dissertation), University of Virginia Available from UMI ProQuest database (UMI No. 3442301).
82. Kleemans T., Segers E., Verhoeven L. Cognitive and linguistic precursors to numeracy in kindergarten: evidence from first and second language learners. Learning and Individual Differences 2011, 21:555-561. 10.1016/j.lindif.2011.07.008.
83. Klingberg T. The overflowing brain: information overload and the limits of working memory 2009, Oxford University Press, New York, NY.
84. Klingberg T., Fernell E., Olesen P.J., Johnson M., Gustafsson P., Dahlström K., Westerberg H. Computerized training of working memory in children with ADHD-a randomized, controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry 2005, 44:177-186. 10.1097/00004583-200502000-00010.
85. Klingberg T., Forssberg H., Westerberg H. Training of working memory in children with ADHD. Journal of Clinical and Experimental Neuropsychology 2002, 24:781-791. 10.1076/jcen.24.6.781.8395.
86. Koponen T., Salmi P., Eklund K., Aro T. Counting and RAN: predictors of arithmetic calculation and reading fluency. Journal of Educational Psychology 2013, 105(1):162-175. 10.1037/a0029285.
87. Lan X., Legare C.H., Ponitz C.C., Li S., Morrison F.J. Investigating the links between the subcomponents of executive function and academic achievement: a cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology 2011, 108:677-692. 10.1016/j.jecp.2010.11.001.
88. Lee K., Ng S.F., Pe M.L., Ang S.Y., Hasshim M.N.A.M., Bull R. The cognitive underpinnings of emerging mathematical skills: executive functioning, patterns, numeracy, and arithmetic. British Journal of Educational Psychology 2012, 82(1):82-99. 10.1111/j.2044-8279.2010.02016.x.
89. LeFevre J.-A., Berrigan L., Vendetti C., Kamawar D., Bisanz J., Skwarchuk S.-L., Smith-Chant B.L. The role of executive attention in the acquisition of mathematical skills for children in grades 2 through 4. Journal of Experimental Child Psychology 2013, 114(2):243-261. 10.1016/j.jecp.2012.10.005.
90. Lehtinen E., Hannula M.M. Attentional processes, abstraction and transfer in early mathematical development. Instructional psychology: Past, present and future trends. Fifteen essays in honour of Erik De Corte 2006, Vol. 49:39-55. Elsevier, Amsterdam.
91. Lehto J.E., Juujarvi P., Kooistra L., Pulkkinen L. Dimensions of executive functioning: evidence from children. The British Journal of Developmental Psychology 2003, 21:59-80. 10.1348/026151003321164627.
92. Lillard A.S., Else-Quest N. Evaluating montessori education. Science 2007, 313:1893-1894. 10.1126/science.1132362.
93. Lillard A.S., Lerner M.D., Hopkins E.J., Dore R.A., Smith E.D., Palmquist C.M. The impact of pretend play on children's development: a review of the evidence. Psychological Bulletin 2013, 139(1):1-34. 10.1037/a0029321.
94. Lonigan C.J., Phillips B.M. Comparing skills-focused and self-regulation focused preschool curricula: impacts on academic and self-regulatory skills. Paper presented at the Society for Research on Educational Effectiveness 2012.
95. Lyons K.E., Zelazo P.D. Monitoring, metacognition, and executive function. Elucidating the role of self-reflection in the development of self-regulation. Advances in Child Development and Behavior 2011, 40:379-380. 10.1016/B978-0-12-386491-8.00010-4.
96. McClelland M.M., Acock A.C., Piccinin A., Rhea S.A., Stallings M.C. Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly 2013, 28(2):314-324. 10.1016/j.ecresq.2012.07.008.
97. McClelland M.M., Cameron C.E., Connor C.M., Farris C.L., Jewkes A.M., Morrison F.J. Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology 2007, 43:947-959. 10.1037/0012-1649.43.4.947.
98. McClelland M.M., Cameron C.E., Duncan R., Bowles R.P., Acock A.C., Miao A., Pratt M.E. Predictors of early growth in academic achievement: the head-toes-knees-shoulders task. Frontiers in Psychology 2014, 5(599). 10.3389/fpsyg.2014.00599.
99. McLean J.F., Hitch G.J. Working memory impairments in children with specific arithmetic learning difficulties. Journal of Experimental Child Psychology 1999, 74:240-260. 10.1006/jecp.1999.2516.
100. Miyake A., Friedman N.P., Emerson M.J., Witzki A.H., Howerter A. The unity and diversity of executive functions and their contributions to complex 'frontal lobe' tasks: a latent variable analysis. Cognitive Psychology 2000, 41:49-100. 10.1006/cogp.1999.0734.
101. Monette S., Bigras M., Guay M.-C. The role of the executive functions in school achievement at the end of grade 1. Journal of Experimental Child Psychology 2011, 10.1016/j.jecp.2011.01.008.
102. Montroy J.J., Bowles R.P., Skibbe L.E., Foster T.D. Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly 2014, 29(3):298-309. 10.1016/j.ecresq.2014.03.002.
103. Morris, P.A., Mattera, S.K., Castells, N., Bangser, M., Bierman, K.L., & Raver, C.C. (2014). Impact findings from the Head Start CARES Demonstration: national evaluation of three approaches to improving preschoolers' social and emotional competence (OPRE Report 2014-44). Washington, DC: Publisher.
104. Naglieri J.A., Gottling S.H. A cognitive education approach to math instruction for the learning disabled: an individual study. Psychological Reports 1995, 76:1343-1354.
105. Naglieri J.A., Gottling S.H. Mathematics instruction and PASS cognitive processes: an intervention study. Journal of Learning Disabilities 1997, 30:513-520. 10.1177/002221949703000507.
106. Naglieri J.A., Johnson D. Effectiveness of a cognitive strategy intervention to improve math calculation based on the PASS theory. Journal of Learning Disabilities 2000, 33:591-597.
107. National Mathematics Advisory Panel Foundations for success: the final report of the National Mathematics Advisory Panel 2008, U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Washington DC.
108. National Research Council Adding it up: helping children learn mathematics 2001, National Academy Press, Washington, DC.
109. National Research Council, Institute of Medicine From neurons to neighborhoods: the science of early childhood development 2000, National Academy Press, Washington, DC.
110. Nayfeld I., Fuccillo J., Greenfield D.B. Executive functions in early learning: extending the relationship between executive functions and school readiness to science. Learning and Individual Differences 2013, 26:81-88. 10.1016/j.lindif.2013.04.011.
111. Neuenschwander R., Röthlisberger M., Cimeli P., Roebers C.M. How do different aspects of self-regulation predict successful adaptation to school?. Journal of Experimental Child Psychology 2012, 113(3):353-371. 10.1016/j.jecp.2012.07.004.
112. Ng F.F.-Y., Tamis-LeMonda C.S., Yoshikawa H., Sze I.N.-L. Inhibitory control in preschool predicts early math skills in first grade: evidence from an ethnically diverse sample. International Journal of Behavioral Development 2014, 39(2):139-149. 10.1177/0165025414538558.
113. Nunes T., Bryant P.E., Barros R., Sylva K. The relative importance of two different mathematical abilities to mathematical achievement. British Journal of Educational Psychology 2012, 82(1):136-156. 10.1111/j.2044-8279.2011.02033.x.
114. Otero T.M., Barker L.A., Naglieri J.A. Executive function treatment and intervention in schools. Applied Neuropsychology: Child 2014, 3(3):205-214. 10.1080/21622965.2014.897903.
115. Pagani L.S., Fitzpatrick C., Parent S. Relating kindergarten attention to subsequent developmental pathways of classroom engagement in elementary school. Journal of Abnormal Child Psychology 2012, 10.1007/s10802-011-9605-4.
116. Passolunghi M.C., Cargnelutti E., Pastore M. The contribution of general cognitive abilities and approximate number system to early mathematics. British Journal of Educational Psychology 2014, 10.1111/bjep.12054.
117. Passolunghi M.C., Cornoldi C. Working memory failures in children with arithmetical difficulties. Child Neuropsychology 2008, 14(5):387-400. 10.1080/09297040701566662.
118. Passolunghi M.C., Lanfranchi S. Domain-specific and domain-general precursors of mathematical achievement: a longitudinal study from kindergarten to first grade. British Journal of Educational Psychology 2012, 82(1):42-63. 10.1111/j.2044-8279.2011.02039.x.
119. Passolunghi M.C., Vercelloni B., Schadee H. The precursors of mathematics learning: working memory, phonological ability and numerical competence. Cognitive Development 2007, 22(2):165-184. 10.1016/j.cogdev.2006.09.001.
120. Perels F., Merget-Kullmann M., Wende M., Schmitz B., Buchbinder C. Improving self-regulated learning of preschool children: Evaluation of training for kindergarten teachers. The British Journal of Educational Psychology 2009, 79(2):311-327. 10.1348/000709908X322875.
121. Piaget J. Genetic epistemology 1970, Columbia University, New York, NY.
122. Piaget J. Studies in reflecting abstraction 2001, Psychology Press, Sussex, England.
123. Ponitz C.C., McClelland M.M., Matthews J.S., Morrison F.J. A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology 2009, 45(3):605-619. 10.1037/a0015365.
124. Rabiner D.L., Murray D.W., Skinner A.T., Malone P.S. A randomized trial of two promising computer-based interventions for students with attention difficulties. Journal of Abnormal Child Psychology 2010, 38(1):131-142. 10.1007/s10802-009-9353-x.
125. Raver C.C. Targeting self-regulation through intervention: lessons from RCTs. Paper presented at the society of research on educational effectiveness fall conference 2013.
126. Raver C.C., Jones S.M., Li-Grining C., Zhai F., Bub K., Pressler E. CRSP's impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism. Child Development 2011, 82(1):362-378. 10.1111/j.1467-8624.2010.01561.x.
127. Razza R.A., Bergen-Cico D., Raymond K. Enhancing preschoolers' self-regulation via mindful yoga. Journal of Child and Family Studies 2015, 24:372-385. 10.1007/s10826-013-9847-6.
128. Razza R.P., Raymond K. Executive functions and school readiness. The Routledge international handbook of young children's thinking and understanding 2015, 133-149. Routledge, New York, NY. S. Robson, S.F. Quinn (Eds.).
129. Reid R., Trout A.L., Schartz M. Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children 2005, 71:361-377.
130. Riggs N.R., Greenberg M.T., Kusché C.A., Pentz M.A. The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: effects of the PATHS curriculum. Prevention Science 2006, 7(1):91-102. 10.1007/s11121-005-0022-1.
131. Roebers C.M., Cimeli P., Röthlisberger M., Neuenschwander R. Executive functioning, metacognition, and self-perceived competence in elementary school children: an explorative study on their interrelations and their role for school achievement. Metacognition and Learning 2012, 7(3):151-173. 10.1007/s11409-012-9089-9.
132. Rosenberg-Lee M., Barth M., Menon V. What difference does a year of schooling make? Maturation of brain response and connectivity between 2nd and 3rd grades during arithmetic problem solving. Neuroimage 2011, 57(3):796-808. 10.1016/j.neuroimage.2011.05.013.
133. Röthlisberger M., Neuenschwander R., Cimelia P., Michel E., Roebers C.M. Improving executive functions in 5- and 6-year-olds: evaluation of a small group intervention in prekindergarten and kindergarten children. Infant and Child Development 2012, 1:411-429. 10.1002/icd.752.
134. Rueda M.R., Rothbart M.K., McCandliss B.D., Saccomanno L., Posner M.I. Training, maturation, and genetic influences on the development of executive attention. Proceedings of the National Academy of Sciences 2008, 102:14931-14936. 10.1073/pnas.0506897102.
135. Sabol T.J., Pianta R.C. Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school. Child Development 2012, 83(1):282-299. 10.1111/j.1467-8624.2011.01678.x.
136. Sarama J., Clements D.H. Early childhood mathematics education research: learning trajectories for young children 2009, Routledge, New York, NY.
137. Sasser T.R., Bierman K.L., Heinrichs B. Executive functioning and school adjustment: the mediational role of pre- kindergarten learning-related behaviors. Early Childhood Research Quarterly 2014, 10.1016/j.ecresq.2014.09.001.
138. Schmitt S.A., McClelland M.M., Tominey S.L., Acock A.C. Strengthening school readiness for Head Start children: evaluation of a self-regulation intervention. Early Childhood Research Quarterly 2015, 30:20-31. 10.1016/j.ecresq.2014.08.001.
139. Schoemaker K., Bunte T., Espy K.A., Deković M., Matthys W. Executive functions in preschool children with ADHD and DBD: an 18-month longitudinal study. Developmental Neuropsychology 2014, 39(4):302-315. 10.1080/87565641.2014.911875.
140. Seo K.-H., Ginsburg H.P. What is developmentally appropriate in early childhood mathematics education?. Engaging young children in mathematics: standard s for early childhood mathematics education 2004, 91-104. Erlbaum, Mahwah, NJ. D.H. Clements, J. Sarama, A.-M. DiBiase (Eds.).
141. Shapiro S.L., Lyons K.E., Miller R.C., Butler B., Vieten C., Zelazo P.D. Contemplation in the classroom: a new direction for improving childhood education. Educational Psychology Review 2014, 1-30. 10.1007/s10648-014-9265-3.
142. Siegler R.S. Emerging minds: the process of change in children's thinking 1996, Oxford University Press, New York, NY.
143. Siegler R.S., Jenkins E. How children discover new strategies 1989, Erlbaum, Mahwah, NJ.
144. Simmons F.R., Willis C., Adams A.-M. Different components of working memory have different relationships with different mathematical skills. Journal of Experimental Child Psychology 2012, 111(2):139-155. 10.1016/j.jecp.2011.08.011.
145. Szucs D., Devine A., Soltesz F., Nobes A., Gabriel F. Cognitive components of a mathematical processing network in 9-year-old children. Developmental Science 2014, 10.1111/desc.12144.
146. The Spatial Reasoning Study Group Spatial reasoning in the early years: principles, assertions, and speculations 2015, Routledge, New York, NY.
147. Thorell L.B., Lindqvist S., Nutley S.B., Bohlin G., Klingberg T. Training and transfer effects of executive functions in preschool children. Developmental Science 2009, 12(1):106-113. 10.1111/j.1467-7687.2008.00745.x.
148. Toll S.W.M., van der Ven S.H.G., Kroesbergen E., Van Luit J.E.H. Executive functions as predictors of math learning disabilities. Journal of Learning Disabilities 2010, 20(10):1-12. 10.1177/0022219410387302.
149. Tominey S.L., McClelland M.M. Red light, purple light: findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool. Early Education & Development 2011, 22(3):489-519. 10.1080/10409289.2011.574258.
150. van der Ven S.H.G. The structure of executive functions and relations with early math learning 2011, Labor Grafimedia BV, Utrecht, Germany.
151. van der Ven S.H.G., Kroesbergen E.H., Boom J., Leseman P.P.M. The development of executive functions and early mathematics: a dynamic relationship. British Journal of Educational Psychology 2012, 82(1):100-119. 10.1111/j.2044-8279.2011.02035.x.
152. Verdine B.N., Irwin C.M., Golinkoff R.M., Hirsh-Pasek K. Contributions of executive function and spatial skills to preschool mathematics achievement. Journal of Experimental Child Psychology 2014, 126:37-51. 10.1016/j.jecp.2014.02.012.
153. Vieillevoye S., Nader-Grosbois N. Self-regulation during pretend play in children with intellectual disability and in normally developing children. Research in Developmental Disabilities 2008, 29:256-272. 10.1016/j.ridd.2007.05.003.
154. Vitiello V.E., Greenfield D.B., Munis P., George J.L. Cognitive flexibility, approaches to learning, and academic school readiness in head start preschool children. Early Education & Development 2011, 22(3):388-410. 10.1080/10409289.2011.538366.
155. von Suchodoletz A., Gunzenhauser C. Behavior regulation and early math and vocabulary knowledge in German preschool children. Early Education & Development 2013, 24(3):310-331. 10.1080/10409289.2012.693428.
156. Vygotsky, L.S. (1934/1986). Thought and language Cambridge, MA: MIT Press.
157. Vygotsky, L.S. (1935/1978). Mind in society: The development of higher psychological processes, Cambridge, MA: Harvard University Press.
158. Watts T., Duncan G.J., Chen M., Claessens A., Davis-Kean P.E., Duckworth K., Susperreguy M.I. Self-concepts, school placements, executive function, and fractions knowledge as mediators of links between early and later school achievement. Child Developmentt 2015, 86(6):1892-1907. 10.1111/cdev.12416.
159. Weatherholt T., Harris R.C., Burns B., Clement C. Analysis of attention and analogical reasoning in children of poverty. Journal of Applied Developmental Psychology 2006, 27(2):125-135. 10.1016/j.appdev.2005.12.010.
160. Weiland C., Barata M.C., Yoshikawa H. The co-occurring development of executive function skills and receptive vocabulary in preschool- aged children: a look at the direction of the developmental pathways. Infant and Child Development 2014, 23:4-21. 10.1002/icd.1829.
161. Weiland C., Ulvestad K., Sachs J., Yoshikawa H. Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program. Early Childhood Research Quarterly 2013, 28(2):199-209. 10.1016/j.ecresq.2012.12.002.
162. Weiland C., Yoshikawa H. Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. Child Development 2013, 84(6):2112-2130. 10.1111/cdev.12099.
163. Welsh J.A., Nix R.L., Blair C., Bierman K.L., Nelson K.E. The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology 2010, 102(1):43-53. 10.1037/a0016738.
164. Williford A.P., Vick Whittaker J.E., Vitiello V.E., Downer J.T. Children's engagement within the preschool classroom and their development of self-regulation. Early Education & Development 2013, 24(2):162-187. 10.1080/10409289.2011.628270.
165. Zelazo P.D., Carlson S.M. Hot and cool executive function in childhood and adolescence: development and plasticity. Child Development Perspectives 2012, 6(4):354-360. 10.1111/j.1750-8606.2012.00246.x.
166. Zimmerman B.J. Achieving academic excellence: a self-regulatory perspective. The pursuit of excellence through education 2002, 85-110. Erlbaum, Mahwah, NJ. M. Ferrar (Ed.).