Executive Function, Math, and Reaction Time: Implications for Task Design and Intervention in Early Childhood

• In Event: Intervening for Impact: Mindsets, Executive Function, and Self-Regulation from Early Childhood to College

Abstract

We examined whether second grade executive function depends on previous executive function and math performance and on the indices used (accuracy and reaction times or RTs). In separate linear regressions, previous performance predicted accuracy and reaction time in the Dimensional Change Card Sorting (DCCS), and more so scores in the Numbers Reverse task. Faster RTs were also associated with lower DCCS accuracy and higher Numbers Reversed scores. Finally, controlling for RT increased the predictive role of math achievement. These findings suggest that the DCCS and Numbers Reversed are distinct and that RT may be important in EF development and in the EF-math relation. Findings have implication in math classrooms, particularly in the use of timed activities.

Authors

• Josh Medrano, University of California - Berkeley

• Dana Miller-Cotto, University of California - Berkeley