Compensatory Relation Between Executive Function and Fluid Intelligence in Predicting Math Learning
Math learning is a key educational goal, and one marked by substantial individual differences even in the earliest grades. Although considerable research has examined the extent to which domain-general processes, such as executive functions and fluid intelligence, contribute to this variability, the...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-06-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/7/790 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Math learning is a key educational goal, and one marked by substantial individual differences even in the earliest grades. Although considerable research has examined the extent to which domain-general processes, such as executive functions and fluid intelligence, contribute to this variability, there is a notable gap in understanding how they may interact to predict early math learning. In particular, prior work had not examined potential moderating effects whereby the relation between executive functions and math outcomes depends on a child’s fluid intelligence, and vice versa. The current study addressed this gap by examining the math skills in Russian first-graders (<i>N</i> = 160) as a function of fluid intelligence (measured with Raven’s matrices) and various components of executive functions. Consistent with prior research, the results revealed the main effects of Raven’s scores, verbal working memory, and the control component of executive function (a composite of inhibition and cognitive flexibility scores) on math growth. Importantly, extending previous research, the study found that both memory and control components of executive function interacted with fluid intelligence. Specifically, executive function had a stronger positive effect on math learning for children with lower levels of fluid intelligence. The implications for intervention research and educational practice are discussed. |
|---|---|
| ISSN: | 2227-7102 |