An Integrated Approach to Measuring Working Memory and Inhibition and Their Relationship with Number Knowledge

: Longitudinal Evidence from Children Aged 3 to 7 Years

Abstract

The development of executive functions and mathematical abilities has been extensively researched, typically using multiple tasks to assess working memory, inhibition, and cognitive flexibility. However, the latent variable approach often suffers from task impurity, where tasks may capture additional cognitive processes. This study addressed task impurity by integrating working memory and inhibition within a single paradigm using the Spatial Conflict Task (SCT) and Go/No-Go (GNG) paradigm, with manipulations across three working memory loads and two inhibition loads.
A longitudinal sample of 203 children (mean age = 49.25 months at Year 1) participated in the experiment. Assessments took place in May 2021, April 2022, and February 2023. This study provided a comprehensive analysis of the integrated approach to exploring relationships between executive functions and number knowledge, cross-sectionally and longitudinally. Additionally, it examined correlations with the Very Short Behavioural Child Questionnaire (VS-CBQ) to address previously mixed findings on behavioural ratings and experimental measures.
In Chapter 3, Bayesian ANOVA demonstrated significant working memory effects in SCT at timepoints 2 and 3, and inhibition effects at timepoints 1 and 2. GNG showed a consistent response-switching effect across all timepoints. Evidence from SCT and GNG collectively indicate an additive relationship between working memory and inhibition. Chapter 4’s regression analyses revealed that working memory and inhibition predicted ordinality performance in Year 1 but showed no relationship with cardinality. Chapter 5 applied the Random Intercept Cross-Lagged Panel Model (RI-CLPM) and identified a unidirectional relationship, where ordinality performance predicted subsequent ordinality and inhibitory control, but not cardinality.
This study provides a novel, integrated approach for examining executive function and math skills, highlighting that executive functions relate differently to cardinality and ordinality and underscoring the potential for integrating cognitive activities into early math education in daily settings.

Date of Award	13 May 2025
Original language	English
Awarding Institution	University of Bristol
Supervisor	Chris Jarrold (Supervisor) & Alf T Coles (Supervisor)