Cognitive Predictors of Kindergarten Achievement in African American Children

Autor/inn/en	Blankson, A. Nayena; Gudmundson, Jessica A.; Kondeh, Memuna
Titel	Cognitive Predictors of Kindergarten Achievement in African American Children
Quelle	In: Journal of Educational Psychology, 111 (2019) 7, S.1273-1283 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blankson, A. Nayena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000346
Schlagwörter	Predictor Variables; Intelligence; Executive Function; Preschool Children; Mathematics Achievement; Reading Achievement; African American Children; Kindergarten; Cognitive Ability; Cognitive Tests; Intelligence Tests; Achievement Tests; Woodcock Johnson Tests of Cognitive Ability; Raven Progressive Matrices; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Prädiktor; Intelligenz; Klugheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; African Americans; Afroamerikaner; Denkfähigkeit; Kognitiver Fähigkeitstest; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Three aspects of cognition (fluid intelligence, executive functioning, and crystallized intelligence) in pre-K were examined as predictors of math and reading achievement in kindergarten among an economically diverse sample of 198 African American children. From a variable-centered perspective, confirmatory factor analyses revealed that the three aspects of cognition can be distinguished. Subsequent regression analyses indicated that only executive functioning and crystallized intelligence predicted math and reading achievement in kindergarten. From a person-centered perspective, three profiles of cognition were identified: low fluid and crystallized intelligence with average executive functioning, average abilities in all three areas, and high abilities in all three areas, but particularly higher in executive functioning. Children with low fluid and crystallized intelligence during pre-K had the lowest math and reading skills in kindergarten, whereas children with the highest cognitive skills had the highest math and reading skills in kindergarten. Together, the variable-centered and person-centered results suggest that perhaps there should be increased focus on crystallized intelligence in early education programs, policies, and interventions in addition to a focus on executive functioning. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01