Towards a better understanding of the link between executive functions, early literacy, and emergent mathematical abilities

摘要: Abstract The aim of the current study was two-fold. It aimed (i) to examine how a multi-component task, as well more specific executive function (EF) tasks, are related wide range early literacy (phonological awareness, orthographic knowledge, word writing) and emergent mathematical abilities; (ii) broaden our understanding similar (domain-general) or differential (domain-specific) nature these relations. conducted in northern part Israel. Our results indicated that task Head-Toes-Knees-Shoulders, which taps most EF components (attentional control, inhibition, shifting, working memory) significantly contributed domains preschool academic development. These included knowledge abilities even after controlling for role background cognitive skills. findings showed tasks have domain-general predictive power pre-academic less automatic require effortful processing information such writing at age. Moreover, provide clear empirical evidence psychometric validity tool can assess individual differences EFs identification children risk difficulties. This finding contribute practitioners searching an ecologically valid, age-appropriate, age-sensitive measure diagnostic tool.