Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years

By Rebecca Bull, Kimberly Andrews Espy, Sandra A. Wiebe. Developmental Neuropsychology, 2008

1,561 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/41457a2152c64ad817c4997e52f6193060a10ac8

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Citations in the corpus

The structure of executive function in 3-year-old children (2010, neutral): “In preschoolers, backward span measures yield floor-level performance or missing data because of difficulty with task instructions or the concept of ‘‘backward” (e.g., Bull et al., 2008).”
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement (2014, background): “For example, measures of working memory in preschool are found to relate to early literacy skills (Alloway et al., 2005; Bull et al., 2008), with behavioral SR consistently related to higher math scores (Becker, McClelland, Loprinzi, & Trost, 2014; Cameron et al., 2012).”
Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children (2012, background): “Besides this indirect effect, there is also evidence for a direct and long-term impact of EFs for later school achievement (Bull et al., 2008; Mazzocco & Kover, 2007; Welsh et al., 2010), with EFs also showing substantial stability over time (Hughes & Ensor, 2007; Polderman et al.”
Executive Function Skills, Early Mathematics, and Vocabulary in Head Start Preschool Children (2017, background): “…beyond the single math domain measures that have dominated prior work (i.e., counting, number identification, numbermagnitude, or simple operations; Bull et al., 2008; Clark et al., 2010; Fitzpatrick et al., 2014; Holmes & Adams, 2006; Rasmussen & Bisanz, 2005; Verdine et al., 2014; J. A. Welsh et…”
Individual differences in kindergarten math achievement: The integrative roles of approximation skills and working memory (2013, result): “Consistent with previous research (Bull et al., 2008; De Smedt et al., 2009a; Passolungi et al., 2007; Swanson & Kim, 2007), WM was confirmed to be a significant independent predictor of individual differences in kindergarten math achievement.”