Abstracts - Earli

this topic and existing ones use between-subjects designs and correlation analysis. This paperanalyses longitudinal data to investigate whether the relationship between basic abilities andmathematics learning is causally interpretable, rather than one where cognitive abilities arecorrelated to early mathematics learning in a cross-section design. The present study tested 170children at the beginning and the end of first year of primary school. From recent literature, weselected basic cognitive abilities highly likely to predict future mathematics learning. A battery oftests relative to these abilities (working memory resources; phonological ability; numericalcompetence, i.e. production and understanding of numbers, counting ability), measured pupils’capacities when first starting primary school. We then looked at the relationships between thesetest scores and a test of mathematics ability at the end of the first school year. Linear structuralrelations, causally interpreted, were used. The model showed that working memory tasks, that inparticular tap executive functions, and counting ability tasks are the most discriminating andefficient as precursors of early mathematics learning. In our data, phonological ability is notinvolved in mathematics learning ability, and in the presence of the cognitive measures included inthe model, intelligence level does not directly influence mathematics capacity.The role of executive functions in the development of preparatory mathEvelyn H. Kroesbergen, Utrecht University, NetherlandsJohannes E. H. Van Luit, Utrecht University, NetherlandsBernadette A. M. Van de Rijt, Utrecht University, NetherlandsThe aim of this study was to investigate the relations between executive functions and preparatorymath skills in normally developing kindergartners. The hypothesis was tested that executivefunctions explain a large part of the variability in early math skills, more than traditionalintelligence does. Early math skills are operationalized in terms of counting skills. Executivefunctions are defined as the higher-order functions that are necessary for the adequate execution ofcomplex goal-directed activities. Different executive functions were measured: planning, updating,and inhibition. 143 children, aged five to six, participated in the study. Next to the measures ofcounting skills, executive functions, and intelligence, the language level of the children wasmeasured, because this is an important predictor for the counting skills. The results show that twoof the three tests for executive functions show stronger correlations with the counting skills thanthe intelligence. The test expected to measure inhibition did not correlate with the early mathperformance. The executive functions planning and updating together explain 41% of the variationin the counting skills, while the intelligence can only account for 21%. The results confirm thehypothesis that the executive functions are more closely related to the early math performance thanthe intelligence. Although further research is essential, the results are promising. The concept ofexecutive functions should be used for the early identification of children at risk for math learningdifficulties and can give direction to the remediation programs.References for the symposium The potential cognitive abilities in explaining the early numeracyperformancePirjo Aunio, Niilo Maki Institute, FinlandJohannes E. H. Van Luit, Utrecht University, NetherlandsSymposium References Adams, J. W., & Hitch, G. J. (1997). Working memory and children’smental addition. Journal of Experimental Child Psychology, 67, 351-371. Amoretti, G., Bazzini,L., Pesci, A., & Reggiani, M. (Eds.) (1993). Test di matematica per la scuola dell obbligo[Mathematics test for primary school]. O.S.: Organizzazioni Speciali. Bryant, P., MacLean, M., &Bradley, L. (1990). Rhyme, language and children’s reading. Applied Psycholinguistics, 11, 237-– 378 –