Relations between numerical, spatial, and executive function skills and mathematics achievement: A latent-variable approach

2019 ◽  
Vol 109 ◽  
pp. 68-90 ◽  
Author(s):  
Zachary Hawes ◽  
Joan Moss ◽  
Beverly Caswell ◽  
Jisoo Seo ◽  
Daniel Ansari
Keyword(s):  
Executive Function ◽  
Mathematics Achievement ◽  
Latent Variable ◽  
Variable Approach ◽  
And Mathematics ◽  
Latent Variable Approach

Associations Between Task Performance and Self-Report Measures of Cognitive Control: Shared Versus Distinct Abilities

Assessment ◽  
2020 ◽  
pp. 107319112096569
Author(s):  
Hannah R. Snyder ◽  
Naomi P. Friedman ◽  
Benjamin L. Hankin
Keyword(s):  
Executive Function ◽  
Cognitive Control ◽  
Task Performance ◽  
Latent Variable ◽  
Effortful Control ◽  
Self Report ◽  
Variable Approach ◽  
Behavior Rating Inventory ◽  
Older Youth ◽  
Latent Variable Approach

Despite overlapping terminology and assumptions that they tap the same constructs, executive function (EF) task performance and EF/effortful control (EC) questionnaires have been reported to be only weakly correlated. It is unclear if this reflects true lack of association or methodological limitations. The current study addresses past methodological limitations using a preregistered latent variable approach in a community youth sample ( N = 291, age 13-22 years). EF task performance was assessed with a well-validated battery inhibition, shifting, and updating tasks. Self-reported EF/EC was assessed using the predominant temperament measure (Early Adolescent Temperament Questionnaire–Revised [EATQ-R]), and a self-report assessment more closely aligned with EF constructs (Behavior Rating Inventory of Executive Function–Self-Report [BRIEF-SR]). Bifactor models fit the BRIEF-SR, EATQ-R and EF task measures well. Self-reported EF/EC and EF task factors were only weakly correlated on average in youth, although there were some stronger associations in older youth. These results suggest that task-based measures of EF and self-report measures of EF/EC may be best viewed as complementary, but largely distinct, windows on cognitive control.

A Latent Variable Approach to Determining the Structure of Executive Function in Preschool Children

2012 ◽  
Vol 13 (3) ◽  
pp. 395-423 ◽  
Author(s):  
Michael R. Miller ◽  
Gerald F. Giesbrecht ◽  
Ulrich Müller ◽  
Robert J. McInerney ◽  
Kimberly A. Kerns
Keyword(s):  
Executive Function ◽  
Preschool Children ◽  
Latent Variable ◽  
Variable Approach ◽  
Latent Variable Approach

Distinguishing Adequate Versus Inadequate Cancer Health Literacy Levels: A Discrete Latent Variable Approach

2013 ◽  
Author(s):  
Levent Dumenci ◽  
Robin Matsuyama ◽  
Robert Perera ◽  
Laura Kuhn ◽  
Laura Siminoff
Keyword(s):  
Health Literacy ◽  
Latent Variable ◽  
Variable Approach ◽  
Latent Variable Approach

Executive Functions and Metacognitive Monitoring Are Not Interchangeable in Educational Settings: Their Shared and Unique Contribution to Academic Outcomes

2019 ◽  
Author(s):  
Rina PY Lai ◽  
Michelle Renee Ellefson ◽  
Claire Hughes
Keyword(s):  
Executive Functions ◽  
Academic Outcomes ◽  
Cognitive Skills ◽  
Latent Variable ◽  
Unique Contribution ◽  
Metacognitive Monitoring ◽  
Cognitive Predictors ◽  
Domain Specific ◽  
Variable Approach ◽  
Latent Variable Approach

Executive functions and metacognition are two cognitive predictors with well-established connections to academic performance. Despite sharing several theoretical characteristics, their overlap or independence concerning multiple academic outcomes remain under-researched. To address this gap, the present study applies a latent-variable approach to test a novel theoretical model that delineates the structural link between executive functions, metacognition, and academic outcomes. In whole-class sessions, 469 children aged 9 to 14 years (M = 11.93; SD = 0.92) completed four computerized executive function tasks (inhibition, working memory, cognitive flexibility, and planning), a self-reported metacognitive monitoring questionnaire, and three standardized tests of academic ability. The results suggest that executive functions and metacognitive monitoring are not interchangeable in the educational context and that they have both shared and unique contributions to diverse academic outcomes. The findings are important for elucidating the role between two domain-general cognitive skills (executive functions and metacognition) and domain-specific academic skills.

scholarly journals Stability of Core Language Skill from Early Childhood to Adolescence: A Latent Variable Approach

2013 ◽  
Vol 85 (4) ◽  
pp. 1346-1356 ◽  
Author(s):  
Marc H. Bornstein ◽  
Chun-Shin Hahn ◽  
Diane L. Putnick ◽  
Joan T. D. Suwalsky
Keyword(s):  
Early Childhood ◽  
Latent Variable ◽  
Language Skill ◽  
Variable Approach ◽  
Core Language ◽  
Latent Variable Approach

Structure of Health-enhancing Behavior in Adolescence: A Latent-Variable Approach

1993 ◽  
Vol 34 (4) ◽  
pp. 346 ◽  
Author(s):  
John E. Donovan ◽  
Richard Jessor ◽  
Frances M. Costa
Keyword(s):  
Latent Variable ◽  
Variable Approach ◽  
Latent Variable Approach

scholarly journals Depression, Rumination, and Impulsive Action: A Latent Variable Approach to Behavioral Impulsivity

2021 ◽  
pp. 1-21
Author(s):  
Akira Hasegawa ◽  
Keita Somatori ◽  
Haruki Nishimura ◽  
Yosuke Hattori ◽  
Yoshihiko Kunisato
Keyword(s):  
Latent Variable ◽  
Impulsive Action ◽  
Variable Approach ◽  
Latent Variable Approach ◽  
Behavioral Impulsivity
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