Does executive function moderate the spatial-math link in preschoolers?

In the present study, we examine if the spatial-math link is moderated by executive function in preschoolers, with a particular interest in which aspects of executive function may serve as moderators for this relation. We collected data from a sample of 242 preschoolers from the Midwest United States. Individual moderation analyses were run for each of the five executive function measures to assess whether various executive functions moderate the spatial-math link. We found that only planning (β = .13, p = .017) significantly moderated the association between spatial assembly and numeracy skills. Specifically, these results indicated that the association between spatial and math skills was stronger when children also had stronger planning skills. The findings from this study provide preliminary evidence that one aspect of executive function (planning) strengthens the spatial-math link. Implications for future research are discussed.