Mathematics, Reading, and Selected Cognitive Abilities at the Beginning of Kindergarten

Cognitive abilities, executive functions (EFs) and patterning, and simple measures of early literacy and mathematics were measured for 275 kindergartners during the second and third month of formal schooling. An exploratory factor analysis revealed four factors. The first was a literacy factor, to which a number series scale made a small contribution. The second was primarily a mathematics scale, but also reflected early literacy. The ability to recognize patterns, working memory, and inhibition also contributed to this factor. A third factor involved cognitive flexibility, patterning, and literacy. Finally, there was a factor that essentially involved phonics. These results indicate that two EFs and patterning are related to early mathematics at the beginning of kindergarten when children have experienced little formal schooling. In addition, very early in kindergarten, there is a general achievement factor that does not reflect any of the cognitive abilities tested here.

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Patterns, Mathematics, Early Literacy, and Executive Functions

10.31237/osf.io/hk2jy ◽

2020 ◽

Author(s):

Aixa Hafsha

Keyword(s):

Working Memory ◽

Factor Analysis ◽

Social Studies ◽

Executive Functions ◽

Early Literacy ◽

Urban Schools ◽

Exploratory Factor Analysis ◽

Cognitive Flexibility ◽

Late Spring ◽

Complex Patterns

In the fall, kindergartners from 21 classrooms in four urban schools were randomly formed into trios and taught either mathematics or early literacy or social studies, or six types of complex patterns. Measures of mathematics, early literacy, executive functions (EF), and understanding of complex patterns were collected in late spring. Exploratory factor analysis indicated that the early literacy measures, one measure of inhibition, and both mathematics measures comprised one factor. Another inhibition measure, cognitive flexibility, working memory, patterning, and the computation mathematics measure comprised another factor. The correlations obtained and the factor analysis distinguish the cognitive and achievement measures and show the relations between them.

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Gender Differences in Early Literacy and Mathematics Achievement and Self-regulatory Behaviours in the First Year of School: An Australian Study

Australasian Journal of Early Childhood ◽

10.23965/ajec.42.1.08 ◽

2017 ◽

Vol 42 (1) ◽

pp. 70-78 ◽

Cited By ~ 2

Author(s):

Sue Walker ◽

Donna Berthelsen

Keyword(s):

Gender Differences ◽

Data Collection ◽

Early Literacy ◽

Mathematical Thinking ◽

Academic Learning ◽

First Year ◽

Formal Schooling ◽

Language Competence ◽

Children's Literacy ◽

And Mathematics

THIS PAPER PRESENTS ANALYSES of gender differences in classroom behaviours (e.g. attentiveness and task persistence) and early academic outcomes. Data is drawn from Growing Up in Australia: The Longitudinal Study of Australian children (LSAC). In these analyses, data from Wave 1 data collection (2004) and Wave 2 data collection (2006) for the Kindergarten Cohort are used. A sample of 2315 children who were in Year 1 of school at Wave 2 data collection are the focus for the analyses reported. The analyses draw on teacher ratings of children's literacy and language competence and mathematical thinking in Year 1 of school; as well as ratings of children's self-regulatory behaviour in the classroom and level of problem behaviours. Girls were rated by their teachers as having better literacy and language outcomes that were predicted by more positive classroom behaviours. Results are discussed with respect to the influence of children's classroom behaviours on academic learning at the beginning of formal schooling.

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Hierarchical Factoring in a Standardized Achievement Battery

Educational and Psychological Measurement ◽

10.1177/001316448504500219 ◽

1985 ◽

Vol 45 (2) ◽

pp. 343-351 ◽

Cited By ~ 2

Author(s):

David J. Martin ◽

Stephen B. Dunbar

Keyword(s):

Factor Analysis ◽

Cognitive Abilities ◽

Visual Information ◽

General Factor ◽

Factorial Validity ◽

Cognitive Abilities Test ◽

Language And Mathematics ◽

Information Group ◽

And Mathematics ◽

Hierarchical Factor Analysis

This study was concerned with the factorial validity of the Iowa Tests of Basic Skills (ITBS). Previous research identified a strong general factor for this battery, which was taken as evidence of redundancy among the subtests. Hierarchical factor analysis was done with a subset of the standardization data to explore the presence of second-order group factors. The results supported the construct validity of the Language and Mathematics subscales, though a degree of factorial complexity was found in both. Verbal and Visual Information group factors were also identified. Extension of the ITBS general and group factors to subtests of the Cognitive Abilities Test supported the interpretations made of the various group factors.

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Cognitive Abilities Predict Safety Performance: A Study Examining High-Speed Railway Dispatchers

Journal of Advanced Transportation ◽

10.1155/2021/5538320 ◽

2021 ◽

Vol 2021 ◽

pp. 1-10

Author(s):

Shi Lei ◽

Zizheng Guo ◽

Xi Tan ◽

Xi Chen ◽

Chengen Li ◽

...

Keyword(s):

Working Memory ◽

Cognitive Flexibility ◽

Cognitive Abilities ◽

High Speed ◽

Memory Task ◽

Safety Evaluation ◽

Safety Performance ◽

High Speed Railway ◽

Multiobject Tracking ◽

And Training

Cognitive abilities are good predictors of safety performance in many occupations. However, this correlation has not been studied from the perspective of high-speed railway (HSR) dispatchers who play a vital role in ensuring the safety and punctuality of HSR transportation system. Therefore, studying factors affecting HSR dispatchers’ safety performance is not only of great importance in filling the theoretical gap, but also conducive to the selection and training of dispatchers, contributing to the reduction of human errors and the prevention of railway accidents. In this study, a total of 118 HSR dispatchers from a branch of China Railway were recruited to complete the tests that examined their cognitive abilities related to the dispatching job, including logical reasoning, visual multiobject tracking, working memory, task switching, and cognitive flexibility. Safety performance, including both the safety evaluation score obtained from the dispatchers’ monthly safety performance record of the Railway Bureau and the emergency disposal performance indicated by train delay time, was evaluated with a dispatch simulator. The results suggested that better abilities in visual multiobject tracking, working memory, task switching, and cognitive flexibility were correlated with higher safety evaluation score (reflecting daily safety performance) and shorter train delay time (reflecting safety and efficiency in emergency disposal). No significant correlation was found in logical reasoning. These findings support the recommendation that cognitive abilities investigated as predictors of safety performance could be useful for the selection and training of HSR dispatchers.

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Rehabilitation of Frontal/Executive Impairments in Schizophrenia

Australian & New Zealand Journal of Psychiatry ◽

10.3109/00048679609065042 ◽

1996 ◽

Vol 30 (6) ◽

pp. 760-767 ◽

Cited By ~ 16

Author(s):

Ann Delahunty ◽

Rodney Morice

Keyword(s):

Working Memory ◽

Cognitive Processing ◽

Cognitive Flexibility ◽

Cognitive Abilities ◽

Neural System ◽

Fine Motor ◽

Neurocognitive Performance ◽

Planning Ability ◽

Core Elements ◽

Pencil And Paper

Objective: A relatively high prevalence of deficits in cognitive flexibility, working memory and planning ability has been reported in schizophrenia patients. The objective was to develop a rehabilitation training program in an attempt to improve these specific cognitive functions. Method: The deficits in cognitive flexibility, working memory and planning ability were interpreted as reflecting executive cognitive processing impairments secondary to prefrontal neural system dysfunction. Following the ‘process specific’ approach, it was considered important to develop tasks that hypothesised the exercise of these cognitive abilities and the more molecular information processes thought to be fundamental to these abilities. Care was taken to ensure that all tasks involved the practice of processes thought to activate frontal/prefrontal neural systems. Attentional, visual, verbal, conceptual, motor and fine motor tasks were considered important for each process area in order to involve as many functional modalities as possible. Results: A program comprising cognitive shift, working memory and planning modules was developed. Conducted over 11 weeks, four modules were of 2 weeks' duration, and the fifth of 3 weeks' duration. Four individual 1 hour training sessions were conducted each week. Core elements of the modules are described. Conclusion: Consisting predominantly of pencil and paper information processing exercises, all of the training exercises are presented in the volumes of the Frontal/Executive Program. The program appears to be user-friendly with therapists now successfully delivering the program, in its entirety, to schizophrenia patients. Should future studies replicate preliminary findings of improved neurocognitive performance following training with the program, such findings would have important implications for the treatment of schizophrenia.

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The Developing Relationship Among Cognition, Amplification, and Aural Rehabilitation

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig6.46 ◽

2016 ◽

Vol 1 (6) ◽

pp. 47-54 ◽

Cited By ~ 1

Author(s):

Jeffrey J. DiGiovanni ◽

Travis L. Riffle

Keyword(s):

Working Memory ◽

Best Practices ◽

Cognitive Abilities ◽

Hearing Aid ◽

Hearing Aid Fitting ◽

Aural Rehabilitation ◽

Basic Concepts ◽

And Function

The search for best practices in hearing aid fittings and aural rehabilitation has generally used the audiogram and function stemming from peripheral sensitivity. In recent years, however, we have learned that individuals respond differently to various hearing aid and aural rehabilitation techniques based on cognitive abilities. In this paper, we review basic concepts of working memory and the literature driving our knowledge in newer concepts of hearing aid fitting and aural rehabilitation.

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Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000208 ◽

2015 ◽

Vol 223 (2) ◽

pp. 102-109 ◽

Cited By ~ 13

Author(s):

Evelyn H. Kroesbergen ◽

Marloes van Dijk

Keyword(s):

Working Memory ◽

Learning Disabilities ◽

Spatial Working Memory ◽

Number Sense ◽

Mathematical Learning ◽

Visual Spatial ◽

Mathematical Learning Disabilities ◽

Visual Spatial Working Memory ◽

And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

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