Executive Functions as Predictors of Math Learning Disabilities

• Published in: Journal of learning disabilities Vol. 44; no. 6; pp. 521 - 532
• Main Authors: Toll, Sylke W. M., Van der Ven, Sanne H.G., Kroesbergen, Evelyn H., Van Luit, Johannes E.H.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.11.2011; SAGE Publications and Hammill Institute on Disabilities; Sage Publications; SAGE PUBLICATIONS, INC
• Subjects: Ability; Attention; Attention Control; Biological and medical sciences; Brain; Child; Child clinical studies; Children; Classification; Developmental disorders; Discriminant Analysis; Elementary education; Executive Function; Female; Foreign Countries; Grade 1; Grade 2; Group Membership; Humans; Individual differences; Information processing; Inhibition; Inhibition (Psychology); Learning; Learning Disabilities; Learning disabled children; Learning disorders; Learning Disorders - psychology; Longitudinal Studies; Male; Mathematics; Mathematics Achievement; Mathematics education; Mathematics Skills; Medical sciences; Membership; Memory; Memory, Short-Term; Netherlands; Neuropsychological Tests; Precursors; Prediction; Predictive Value of Tests; Predictor Variables; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Short Term Memory; Special education; Statistical Analysis; Task performance; Working memory; Netherlands; math learning disabilities; inhibition; executive functions; working memory; shifting; Executive function; Learning disability; Cognition; Mathematics; Inhibition; Working memory; Predictive factor
• ISSN: 0022-2194; 1538-4780
• DOI: 10.1177/0022219410387302

In the past years, an increasing number of studies have investigated executive functions as predictors of individual differences in mathematical abilities. The present longitudinal study was designed to investigate whether the executive functions shifting, inhibition, and working memory differ between low achieving and typically achieving children and whether these executive functions can be seen as precursors to math learning disabilities in children. Furthermore, the predictive value of working memory ability compared to preparatory mathematical abilities was examined. Two classifications were made based on (persistent) mathematical ability in first and second grade. Repeated measures analyses and discriminant analyses were used to investigate which functions predicted group membership best. Group differences in performance were found on one inhibition and three working memory tasks. The working memory tasks predicted math learning disabilities, even over and above the predictive value of preparatory mathematical abilities.