The Influence of Relational Knowledge and Executive Function on Preschoolers' Repeating Pattern Knowledge

Autor/inn/en	Miller, Michael R.; Rittle-Johnson, Bethany; Loehr, Abbey M.; Fyfe, Emily R.
Titel	The Influence of Relational Knowledge and Executive Function on Preschoolers' Repeating Pattern Knowledge
Quelle	In: Journal of Cognition and Development, 17 (2016) 1, S.85-104 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2015.1023307
Schlagwörter	Young Children; Knowledge Level; Executive Function; Mathematical Concepts; Short Term Memory; Inhibition; Cognitive Processes; Predictor Variables; Preschool Children; Mathematics Skills; Prediction; Correlation; Pretests Posttests; Statistical Analysis + Suchen Sie Ihr Suchwort? Frühe Kindheit; Wissensbasis; Kurzzeitgedächtnis; Hemmung; Cognitive process; Kognitiver Prozess; Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Vorhersage; Korrelation; Statistische Analyse
Abstract	Children's knowledge of repeating patterns (e.g., ABBABB) is a central component of early mathematics, but the developmental mechanisms underlying this knowledge are currently unknown. We sought clarity on the importance of relational knowledge and executive function (EF) to preschoolers' understanding of repeating patterns. One hundred twenty-four children aged 4 to 5 years old were administered a relational knowledge task, 3 EF tasks (working memory, inhibition, set shifting), and a repeating pattern assessment before and after a brief pattern intervention. Relational knowledge, working memory, and set shifting predicted preschoolers' initial pattern knowledge. Working memory also predicted improvements in pattern knowledge after instruction. The findings indicated that greater EF ability was beneficial to preschoolers' repeating pattern knowledge and that working-memory capacity played a particularly important role in learning about patterns. Implications are discussed in terms of the benefits of relational knowledge and EF for preschoolers' development of patterning and mathematics skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01