Though the relationship between executive functions (EFs) and mathematical skills has been well documented, little is known about how both EFs and IQ differentially support diverse math domains in primary students. Inconsistency of results may be due to t

ARAN FILIPPETTI, V.; RICHAUD, M.C.

CHILD NEUROPSYCHOLOGY

PSYCHOLOGY PRESS

Lugar: Berlin; Año: 2016

0929-7049

Though the relationship between executive functions (EFs) andmathematical skills has been well documented, little is knownabout how both EFs and IQ differentially support diverse mathdomains in primary students. Inconsistency of results may be dueto the statistical techniques employed, specifically, if the analysis isconducted with observed variables, i.e., regression analysis, or atthe latent level, i.e., structural equation modeling (SEM). The currentstudy explores the contribution of both EFs and IQ in mathematicsthrough an SEM approach. A total of 118 8- to 12-year-oldswere administered measures of EFs, crystallized (Gc) and fluid (Gf)intelligence, and math abilities (i.e., number production, mentalcalculus and arithmetical problem-solving). Confirmatory factoranalysis (CFA) offered support for the three-factor solution ofEFs: (1) working memory (WM), (2) shifting, and (3) inhibition.Regarding the relationship among EFs, IQ and math abilities, theresults of the SEM analysis showed that (i) WM and age predictnumber production and mental calculus, and (ii) shifting and sexpredict arithmetical problem-solving. In all of the SEM models, EFspartially or totally mediated the relationship between IQ, age andmath achievement. These results suggest that EFs differentiallysupports math abilities in primary-school children and is a moresignificant predictor of math achievement than IQ level