Unraveling the Role of Domain-General Skills in Early Math Achievement: Direct and Indirect Effects of Working Memory

Domain-general skills such as intelligence, working memory, and rapid naming are essential for children’s learning capacity and play a crucial role in the acquisition of early mathematical skills, as they do in other academic domains. However, uncertainties remain regarding which specific cognitive skills affect early mathematics achievement and the extent of their impact. This study examined the contributions of domain-general cognitive skills to early mathematics achievement in typically developing children. Participants were 100 randomly selected kindergarteners (49 girls, 51 boys; age range = 60–73 months, M = 66, SD = 3.97). Children’s nonverbal intelligence performance was assessed using the Coloured Progressive Matrices, and only those whose intellectual level corresponded to age norms were included in the study. Early mathematics skills were assessed using the Test of Early Mathematics Ability–Third Edition, working memory was measured by the Working Memory Scale, and rapid naming performance was evaluated with the Rapid Naming Test. Data were collected in two individual sessions at schools and analyzed using hierarchical multiple regression and path analysis. Regression results indicated that verbal working memory was the strongest predictor, explaining 36% of the variance in early mathematics achievement. The inclusion of visual short-term memory, rapid naming of colors, non-verbal IQ, and verbal short-term memory increased the explained variance to 50%. Verbal working memory, non-verbal IQ, visual and verbal short-term memory were significant positive predictors, whereas slower rapid color naming was a significant negative predictor. Visual working memory and object naming speed were not significant. Path analysis further demonstrated that verbal working memory not only directly predicted early mathematics achievement but also exerted indirect effects through its influence on non-verbal IQ, short-term memory, and rapid color naming. These findings highlight the critical role of domain-general cognitive skills, particularly verbal working memory, in the development of early mathematical competence and underscore the importance of supporting these skills in early educational contexts.