The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge

Abstract

Children’s knowledge of repeating patterns (e.g., ABBABB) is a central component of early mathematics, but the developmental mechanisms underlying this knowledge are currently unknown. We sought clarity on the importance of relational knowledge and executive function (EF) to preschoolers’ understanding of repeating patterns. One hundred twenty-four children aged 4 to 5 years old were administered a relational knowledge task, 3 EF tasks (working memory, inhibition, set shifting), and a repeating pattern assessment before and after a brief pattern intervention. Relational knowledge, working memory, and set shifting predicted preschoolers’ initial pattern knowledge. Working memory also predicted improvements in pattern knowledge after instruction. The findings indicated that greater EF ability was beneficial to preschoolers’ repeating pattern knowledge and that working-memory capacity played a particularly important role in learning about patterns. Implications are discussed in terms of the benefits of relational knowledge and EF for preschoolers’ development of patterning and mathematics skills.

Additional information

Funding

This research was supported with funding by National Science Foundation (NSF) Grant DRL-0746565 to Bethany Rittle-Johnson and Institute of Education Sciences (IES) Postdoctoral Training Grant R305B080008 to Vanderbilt University. The opinions expressed are those of the authors and do not represent the views of NSF or IES.