Executive function (EF) skills are consistently associated with global mathematics assessments. However, less is known about which specific mathematics skills invoke EF in early childhood. We adapted batteries of EF, numerical, and patterning tasks to be conducted via synchronous video conferencing with typically developing 4‐year‐old children (N = 115, 56.6% female, 85.2% White, non‐Hispanic, 7.8% Multiracial, 0.9% Hispanic, 0.9% Black, 1.7% American Indian/Alaska Native, 2.6% Asian and 0.9% missing) from primarily upper middle class households (maternal education range: some college to graduate or professional degree, mode = graduate or professional degree) in the United States. We found feasibility of remote adaptation varied greatly by task. Just over half of enrolled children (57.02%) completed all tasks and there were higher rates of missingness compared to an in‐person sample with a similar age range collected in schools. Nonetheless, working memory predicted various mathematics skills, including patterning, verbal counting, and number comparison, controlling for age and maternal education. Relations between cognitive flexibility and patterning varied across model specifications. Overall, these findings provide insight into the costs and benefits of remotely administered direct assessments of EF and mathematics in early childhood and add to the growing body of literature suggesting working memory plays an important role in several foundational early mathematics skills. Suggestions are offered for remote assessment with preschoolers.Highlights Executive function and mathematics tasks were adapted for remote use and associations among skill sets were examined. Remotely administered data collection sessions had higher rates of missingness than comparable in‐person studies. Findings replicate and extend prior work on the associations between working memory and patterning, verbal counting, and number comparison in a remote setting.

中文翻译：

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早期执行功能与数学技能之间关联的远程评估


执行功能 (EF) 技能始终与全球数学评估相关。然而，对于幼儿期哪些特定数学技能会调用 EF，人们知之甚少。我们采用了一系列 EF、数字和图案任务，通过同步视频会议与正常发育的 4 岁儿童进行（氮= 115 名，其中 56.6% 为女性，85.2% 为白人、非西班牙裔，7.8% 为多种族，0.9% 为西班牙裔，0.9% 为黑人，1.7% 为美洲印第安人/阿拉斯加原住民，2.6% 为亚洲人，0.9% 为失踪人口），主要来自中上阶层家庭（产妇教育范围：美国一些大学到研究生或专业学位，模式=研究生或专业学位）。我们发现远程适应的可行性因任务而异。超过一半的入学儿童 (57.02%) 完成了所有任务，与在学校收集的类似年龄范围的现场样本相比，缺失率更高。尽管如此，工作记忆预测了各种数学技能，包括模式、口头计数和数字比较，并控制了年龄和母亲教育程度。认知灵活性和模式之间的关系因模型规范而异。总体而言，这些发现提供了对幼儿期 EF 和数学远程管理直接评估的成本和收益的深入了解，并增加了越来越多的文献表明工作记忆在一些基本的早期数学技能中发挥着重要作用。为学龄前儿童进行远程评估提供了建议。亮点执行功能和数学任务适合远程使用，并检查了技能组合之间的关联。与同类面对面研究相比，远程管理的数据收集会话的缺失率更高。研究结果复制并扩展了先前关于工作记忆与模式、言语计数和远程环境中数字比较之间关联的研究。