A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement
| Autor: | Vanessa Arán Filippetti, Gabriela Liliana Krumm |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
READING
media_common.quotation_subject CREATIVITY SPONTANEOUS FLEXIBILITY Academic achievement Hierarchical database model CIENCIAS SOCIALES 03 medical and health sciences 0302 clinical medicine Empirical research Reading (process) Developmental and Educational Psychology 0501 psychology and cognitive sciences media_common Working memory 05 social sciences Cognitive flexibility Flexibility (personality) Otras Psicología REACTIVE FLEXIBILITY Creativity Psicología Neuropsychology and Physiological Psychology Pediatrics Perinatology and Child Health Psychology 030217 neurology & neurosurgery 050104 developmental & child psychology Cognitive psychology |
| DOI: | 10.1080/09297049.2019.1711034 |
| Popis: | We conducted two empirical studies to (1) explore the latent structure of cognitive flexibility in children as measured by performancebased tasks, (2) analyze the contribution of working memory (WM) and inhibition to reactive and spontaneous flexibility, and (3) examine the contribution of the different flexibility components to academic skills (i.e., reading comprehension and writing) and creativity. In S1 (n = 112 8- to 12-year-old children), confirmatory factor analysis (CFA) showed best fit for the two-factor solution with reactive flexibility (RF) and spontaneous flexibility (SF) as separate but related components. When considering the joint contribution of WM and inhibition to both cognitive flexibility components, it was found that WM and inhibition contributed to SF, whereas only inhibition contributed to RF. Besides, only SF proved to be a significant predictor of writing and reading comprehension by using a latent-variable structural equation approach (SEM). In S2 (n = 177 8- to 13-year-old children), hierarchical regressions and SEM models showed consistently that the flexibility component in relation to creativity deals with the ability to generate diverse responses driven by internal stimuli (i.e., spontaneous flexibility). Taken together, these results suggest that cognitive flexibility is not a unified construct. Besides, the close relationship between SF and creativity and academic skills raise the question whether considering SF as a higher-level form of cognitive flexibility (different from a lower-level shifting skill) could be an interesting approach for the study of cognitive flexibility in children. Fil: Arán Filippetti, Vanessa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina. Universidad Adventista del Plata. Centro Historico Adventista.; Argentina Fil: Krumm, Gabriela Liliana. Universidad Adventista del Plata. Centro Historico Adventista.; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina |
| Databáze: | OpenAIRE |
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