Using confirmatory factor analysis to understand executive control in preschool children: sources of variation in emergent mathematic achievement
Open accessAbstract
Latent variable modeling methods have demonstrated utility for understanding the structure of executive control (EC) across development. These methods are utilized to better characterize the relation between EC and mathematics achievement in the preschool period, and to understand contributing sources of individual variation. Using the sample and battery of laboratory tasks described in Wiebe, Espy and Charak (2008), latent EC was related strongly to emergent mathematics achievement in preschool, and was robust after controlling for crystallized intellectual skills. The relation between crystallized skills and emergent mathematics differed between girls and boys, although the predictive association between EC and mathematics did not. Two dimensions of the child 's social environment contributed to mathematics achievement: social network support through its relation to EC and environmental stressors through its relation with crystallized skills. These findings underscore the need to examine the dimensions, mechanisms, and individual pathways that influence the development of early competence in basic cognitive processes that underpin early academic achievement.
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These relations tend to hold when measures are taken to address potential confounds like verbal IQ.
“These relations tend to hold when measures are taken to address potential confounds like verbal IQ (e.g., Blair et al., 2015; Bull et al., 2011).”
From Early childhood executive function predicts concurrent and later social and behavioral outcomes: A review and meta-analysis. (2024) · cites this paper as Bull et al., 2011
Behavioral and neural plasticity is particularly high in childhood.
“Moreover, behavioral and neural plasticity is particularly high in childhood and the brain areas serving EF (i.e., the prefrontal lobes) are especially sensitive to environmental influences in children (cf. Bull et al., 2011).”
From Executive control training from middle childhood to adolescence (2014) · cites this paper as Bull et al., 2011
The brain areas serving EF (the prefrontal lobes) are especially sensitive to environmental influences in children.
“Moreover, behavioral and neural plasticity is particularly high in childhood and the brain areas serving EF (i.e., the prefrontal lobes) are especially sensitive to environmental influences in children (cf. Bull et al., 2011).”
From Executive control training from middle childhood to adolescence (2014) · cites this paper as Bull et al., 2011
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Self-citation
- Authors
- Bull, R., Espy, K. A., Wiebe, S. A., Sheffield, T. D., & Nelson, J. M.
- Affiliations
- University of Aberdeen (GB)
- University of Nebraska–Lincoln (US)
- University of Alberta (CA)
- Corresponding author
- Bull, Rebecca
- Venue
- Developmental Science
- Publisher
- Wiley
- Published
- 2010-11-23
- Volume
- 14
- Issue
- 4
- Pages
- 679-692
- ISSN
- 1363-755X (ISSN-L)
- 1467-7687
- PMC
- PMC3117199
- OpenAlex
- W1716398636
- Cited by
- 176
- References
- 56
- Citations by year
- 2026: 2 · 2025: 6 · 2024: 11 · 2023: 9 · 2022: 14 · 2021: 9 · 2020: 17 · 2019: 14 · 2018: 14 · 2017: 9 · 2016: 14 · 2015: 17 · 2014: 20 · 2013: 12 · 2012: 5
- FWCI
- 5.46
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Developmental Science (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institutes of Health
- National Institute of Mental Health (R01MH065668)
- National Institute on Drug Abuse (DA015223, DA014661, R01DA023653, DA023653, R01DA015223, R01DA014661)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD038051, R01HD050309, HD050309, P01HD038051, P01HD060563)
- Topics
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- executive function, preschool children, sex differences, social network support, environmental stressors, individual differences, early academic achievement, cognitive development
- MeSH terms
- Child, Child, Preschool, Educational Status, Female, Humans, Intelligence, Male, Mathematics, Sex Factors, Social Support, Knowledge, Comprehension, Executive Function
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