Inhibitory Control, Working Memory, and Vocabulary in Preschool Predicting Elementary School Academic Competence

Abstract

Lower executive functioning is associated with poor social and academic outcomes, such as academic competence. Using a family study design, the current study investigated maternal variables influence on preschool executive functioning skills, and executive functioning skills predicting elementary school academic competence. Families with two children between the ages of 2.5 and 5.5 were recruited from the Dallas/Fort-Worth Metroplex and participated in a lab visit at The University of Arlington. The current study included 196 children (mean age = 3.88, SD= 1.04). The follow-up for these families was conducted at elementary school. Early executive functioning, specifically inhibitory control, predicted elementary school academic competence. In addition, maternal depression symptoms influenced both working memory and vocabulary not maternal anxiety problems. Future research should examine the positive impact of increasing children’s early inhibitory control on improving their academic competence at elementary school.