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This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non-numerical context, relates to DD and mathematics across a wide range of achievement.<\/jats:p>","DOI":"10.1111\/cdev.13194","type":"journal-article","created":{"date-parts":[[2018,12,31]],"date-time":"2018-12-31T17:46:13Z","timestamp":1546278373000},"page":"596-619","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":67,"title":["Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number-Specific Executive Function"],"prefix":"10.1093","volume":"91","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3742-0909","authenticated-orcid":false,"given":"Eric D","family":"Wilkey","sequence":"first","affiliation":[{"name":"Vanderbilt University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Courtney","family":"Pollack","sequence":"additional","affiliation":[{"name":"Vanderbilt University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gavin R","family":"Price","sequence":"additional","affiliation":[{"name":"Vanderbilt University"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"286","published-online":{"date-parts":[[2020,3,6]]},"reference":[{"key":"2026010915100769300_cdev13194-cit-0001","doi-asserted-by":"crossref","first-page":"380","DOI":"10.1016\/j.jecp.2013.06.006","article-title":"Visual sustained attention and numerosity sensitivity correlate with math achievement in children","volume":"116","author":"Anobile","year":"2013","journal-title":"Journal of Experimental Child Psychology"},{"key":"2026010915100769300_cdev13194-cit-0002","doi-asserted-by":"crossref","first-page":"549","DOI":"10.1177\/0022219413483174","article-title":"Neurobiological underpinnings of math and reading learning disabilities","volume":"46","author":"Ashkenazi","year":"2013","journal-title":"Journal of Learning Disabilities"},{"key":"2026010915100769300_cdev13194-cit-0003","doi-asserted-by":"crossref","first-page":"535","DOI":"10.1037\/a0015347","article-title":"Attention, automaticity, and developmental dyscalculia","volume":"23","author":"Ashkenazi","year":"2009","journal-title":"Neuropsychology"},{"key":"2026010915100769300_cdev13194-cit-0004","doi-asserted-by":"crossref","first-page":"79","DOI":"10.1016\/j.learninstruc.2015.09.005","article-title":"Spontaneous focusing on numerosity and the arithmetic advantage","volume":"40","author":"Batchelor","year":"2015","journal-title":"Learning and Instruction"},{"key":"2026010915100769300_cdev13194-cit-0005","doi-asserted-by":"crossref","first-page":"647","DOI":"10.1111\/j.1467-8624.2007.01019.x","article-title":"Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten","volume":"78","author":"Blair","year":"2007","journal-title":"Child Development"},{"key":"2026010915100769300_cdev13194-cit-0006","doi-asserted-by":"crossref","first-page":"817","DOI":"10.1111\/desc.12324","article-title":"Probing the nature of deficits in the \u201capproximate number system\u201d in children with persistent developmental dyscalculia","volume":"19","author":"Bugden","year":"2016","journal-title":"Developmental Science"},{"issue":"1","key":"2026010915100769300_cdev13194-cit-0007","doi-asserted-by":"crossref","first-page":"36","DOI":"10.1111\/cdep.12059","article-title":"Executive functioning and mathematics achievement","volume":"8","author":"Bull","year":"2014","journal-title":"Child Development Perspectives"},{"key":"2026010915100769300_cdev13194-cit-0008","doi-asserted-by":"crossref","first-page":"273","DOI":"10.1207\/S15326942DN1903_3","article-title":"Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory","volume":"19","author":"Bull","year":"2001","journal-title":"Developmental Neuropsychology"},{"key":"2026010915100769300_cdev13194-cit-0009","doi-asserted-by":"crossref","first-page":"300","DOI":"10.1126\/science.1231022","article-title":"Understanding neurocognitive developmental disorders can improve education for all","volume":"340","author":"Butterworth","year":"2013","journal-title":"Science"},{"key":"2026010915100769300_cdev13194-cit-0010","doi-asserted-by":"crossref","first-page":"1049","DOI":"10.1126\/science.1201536","article-title":"Dyscalculia: From brain to education","volume":"332","author":"Butterworth","year":"2011","journal-title":"Science"},{"key":"2026010915100769300_cdev13194-cit-0011","volume-title":"Does numeracy matter more? 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