Patterning, or the ability to understand patterns, is a skill commonly taught to young children as part of school mathematics curricula. While a number of studies have demonstrated that patterning is beneficial for young children acquiring mathematical skills, little research exists that examines the cognitive components of the skill. It seems likely that some aspects of executive function, such as cognitive flexibility, inhibition, and working memory, may underlie patterning abilities in children. The primary objective of the present study was to examine the relationship between patterning and executive function skills for first-grade children. In addition, the relations between patterning, executive function, mathematics, and reading were examined. The results showed that patterning was significantly related to cognitive flexibility and working memory, but not significantly related to inhibition. Patterning, cognitive flexibility, and working memory were significantly related to mathematical skills. Only patterning and working memory were significantly related to reading. In sum, these findings suggest that cognitive flexibility and working memory may be two of the processes underlying patterning ability, and also provide further confirmation of the close relationship between patterning and mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]