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Q J Exp Psychol (Hove). 2006 Apr;59(4):745-59.

Executive functions and achievements in school: Shifting, updating, inhibition, and working memory.

Author information

1
Department of Psychology, University of Hull, Hull, UK. H.St-Clair-Thompson@Hull.ac.uk

Abstract

Links have recently been established between measures of educational attainment and both verbal and visuo-spatial aspects of working memory. Relationships have also been identified between specific executive functions-shifting, updating, and inhibition-and scholastic achievement. In the present study, scholastic attainment, shifting, updating, inhibition, and verbal and visuo-spatial working memory were assessed in 11- and 12-year-old children. Exploratory factor analysis identified two executive factors: one associated with updating functions and one associated with inhibition. Updating abilities were closely linked with performance on both verbal and visuo-spatial working memory span tasks. Working memory was closely linked with attainment in English and mathematics, and inhibition was associated with achievement in English, mathematics, and science. Domain-specific associations existed between verbal working memory and attainment in English, and between visuo-spatial working memory and attainment in English, mathematics and science. Implications of the findings for the theoretical analysis of executive functioning, working memory and children's learning are discussed.

PMID:
16707360
DOI:
10.1080/17470210500162854
[Indexed for MEDLINE]

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