AI Article Synopsis
- Executive functions (EFs) are interconnected skills that impact academic success, yet they are frequently studied in isolation, making it hard to see how they work together.
- A study involving over 1200 students aged 7-15 utilized nine EF assessments to create cognitive profiles and analyzed their correlation with academic performance in reading and math.
- The findings highlighted that while students exhibited different EF profiles, these variations did not demonstrate a straightforward link between specific EFs and academic achievement, suggesting diverse cognitive pathways can lead to success.
Article Abstract
Background: Executive functions (EFs) are thought to work in concert to support academic skill. However, EFs are often examined independently, obscuring their symbiotic contribution. We examined the relationship between students' holistic EF profiles and their academic success.
Methods: We sampled over 1200 7-15 year old students from a diverse school district (16 % White; 32 % low income) in the United States. We used 9 EF assessments to construct cognitive profiles via self-organizing maps. We then related profiles to academic achievement scores from both laboratory-based assessments and state-administered standardized tests of reading and math.
Results: Six profiles differed in EF performance, but their differences in academic achievement did not suggest a linear relationship between individual EFs and academic skill.
Conclusions: We show cognitive profiles based on individual strengths and weaknesses in EFs can reveal multiple cognitive paths to the same academic outcome.
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| http://dx.doi.org/10.1016/j.tine.2024.100237 | DOI Listing |
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