ArticleJournal of experimental child psychology2022
Associations among socioeconomic status and preschool-aged children's, number skills, and spatial skills: The role of executive function.
Article in Journal of experimental child psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Annual Research Review: Associations of socioeconomic status with cognitive function, language ability, and academic achievement in youth: a systematic review of mechanisms and protective factors.Journal of child psychology and psychiatry, and allied disciplines · 2025Pooled it
- Developing an Open Multi-Domain Assessment Battery Using Laboratory Tasks for Children in Low- and Middle-Income Countries.Open mind : discoveries in cognitive science · 2026Article
- Research on the mechanism of the influence of family socioeconomic status on the Cardinal principle of young children.Scientific reports · 2025Article
- How does Family Socioeconomic Status influence Children's Cardinality Principle? The chain mediation roles of Approximate Number System and Receptive Vocabulary Skills.Frontiers in psychology · 2025Article
- Modeling longitudinal change patterns of self-regulation from early to middle childhood: Methodological innovations and individual differences.Developmental psychology · 2025Article
- Education Is Positively and Causally Linked With Spatial Navigation Ability Across the Lifespan.Open mind : discoveries in cognitive science · 2025Article
- The role of 24-h movement Behaviors in preschool children's learning ability: the mediating effect of inhibitory control.Frontiers in psychology · 2025Article
- Predicting individual differences in preschoolers' numeracy and geometry knowledge: The role of understanding abstract relations between objects and quantities.Journal of experimental child psychology · 2024Article
- Executive Function and young children's Cardinality Principle: the mediating role of the Approximate Number System and the moderating role of age.Frontiers in psychology · 2024Article
- Comparative Analysis Between Directly Measured and Parent-Evaluated Executive Function: Predicting Children's Academic Achievement and Social Development in a One-Year Longitudinal Study.Psychology research and behavior management · 2024Article
- Diversity of spatial activities and parents' spatial talk complexity predict preschoolers' gains in spatial skills.Child developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
Extensive literature has documented socioeconomic status (SES) disparities in young children's standardized math achievement, which primarily reflect differences in basic number and arithmetic skills. In addition, growing evidence indicates that direct assessments of executive function (EF) both predict standardized math achievement and mediate SES differences in standardized math tests. However, early spatial skills and children's approximate number system (ANS) acuity, critical components of later math competence, have been largely absent in this past research. The current study examined SES associations with multiple direct assessments of early ANS, cardinality, and spatial skills, as well as standardized math achievement, in a socioeconomically diverse sample of 4-year-old children (N = 149). Structural equation modeling revealed SES effect sizes of .21 for geometric sensitivity skills, .23 for ANS acuity, .39 for cardinality skills, and .28 for standardized math achievement. Furthermore, relations between SES and children's spatial skills, ANS acuity, cardinality, and standardized math skills were mediated by a composite measure of children's EF skills. Implications of pervasive SES disparities across multiple domains of early math development, as well as the mitigating role of EF, are discussed.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.