Flexible Attention to Magnitudes: Measurement and Relations to Achievement

The ability to flexibly shift attention between numerical and spatial magnitudes, referred to as flexible attention to magnitudes (FAM), is critical for young children’s mathematical learning. For example, when learning to count or compare sets, children must focus on the number of items while ignoring more salient spatial features such as total area. Prior work has shown that young children’s FAM ability correlates with concurrent math performance and predicts later math achievement. However, prior work has relied on a single FAM comparison task that may capture task-specific performance rather than the broader construct of FAM ability. In other words, performance on the FAM comparison task could reflect mathematical language comprehension, working memory, and other demand characteristics specific to that format, limiting construct validity and generalizability. The present study validated and expanded the measurement of FAM ability by developing two novel tasks that varied in response format, stimulus set, verbal prompts, and working memory demands. Moreover, we examined the relationship between the FAM construct, as measured by multiple tasks, and math achievement. One hundred twenty-two children aged 3–5 years from the Midwestern United States completed three FAM tasks and measures of general executive function, math, verbal and pre-literacy ability. Exploratory factor analysis revealed that three FAM tasks loaded strongly on a single factor, which predicted math achievement beyond general executive function and verbal ability. These findings validate FAM as a distinct construct and highlight its role in early math learning.