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Intelligent Insights on Intelligence Theories and Tests
Saturday, March 07, 2026
Wednesday, March 04, 2026
Sunday, March 01, 2026
Research alert: The relationship between #executivefunctions and #mathematics: a systematic review with #meta‑analysis of #longitudinal studies - #SLD #SPED #schoolpsychology #schoolpsychologists #EF #Gq
Open access available here.
Abstract
Objective This study examined the relationship between executive functions (EF) and mathematical skills through-out development using a meta-analysis of longitudinal studies.
Method This study included (a) longitudinal studies that (b) reported correlations between EF measures (assessed at Time 1) and mathematics outcomes (assessed at Time 2) in (c) typically developing samples ranging in age from birth to 18 years. Studies were excluded if they were (a) not written in English or Portuguese, (b) aggregated data from typical and atypical populations, or (c) combined data from children and adolescents without distinction. A systematic search was conducted in October 2021 and later updated in 2025 using PsycINFO, SciELO, and PubMed. The risk of publication bias was assessed using funnel plot analysis and Egger's test. A random-effects meta-analysis was performed.
Results Twenty-nine studies involving children and adolescents (n = 104,295; M_age at Time 1 = 5.4 years; M_age at Time 2 = 8.4 years) were included. The overall correlation between EF and mathematics was moderate and statisti-cally significant (r = 0.30, 95% CI [0.24, 0.36]). Among EF components, working memory showed the strongest asso-ciation with mathematical performance (r = 0.43, 95% CI [0.35, 0.50]), followed by cognitive flexibility (r = 0.34, 95% CI [0.27, 0.42]) and inhibitory control (r = 0.21, 95% CI [0.13, 0.29]). Age and study quality did not significantly moderate the relationship between EF and mathematics.
Conclusion The findings suggest that EF, particularly working memory, is a meaningful predictor of mathematical performance across development. These results underscore the importance of early EF assessment in informing interventions designed to prevent math learning difficulties. Despite the low risk of publication bias, the high heterogeneity observed in most analyses suggests the influence of additional moderating variables that warrant further investigation.
Keywords Executive function, Math, Meta-analysis, Longitudinal
Click here for open access download of article.
IQ score and the “seduction of quantification”: Concise overview of the historical #eugenics use of #IQ and emerging new conceptualizations—#g #WJV #CHC #POT #processoverlap #schoolpsychology #schoolpsychologists #emergentproperty
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I stumbled on this relatively concise article that provides a nice (and brief) overview of the historical “bad days” of IQ test and score misuse. Don’t let the title’s focus on epilepsy deter you from reading—the content is relevant to thinking about intelligence and IQ scores in general. After the succinct overview of the horrible historical uses of IQ tests and scores, the article touches on contemporary theories and thinking (e.g., process overlap theory or POT; CHC cognitive abilties theory) that view the IQ score as nothing more than a statistical emergent property index—and the need to focus on broad CHC abilities from cognitive ability tests.
Click here for prior relevant post about IQ scores being emergent property scores. Click here for WJ V authors view’s on relevance of global IQ scores. See recent McGrew et al. (2023) article for more information and discussion.
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