Direct and indirect influences of executive functions on mathematics achievement
| Autor: | Sarah Keeble, Camilla Gilmore, Lucy Cragg, Sophie Richardson, Hannah E. Roome |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
Adult
Male Linguistics and Language Adolescent Cognitive Neuroscience media_common.quotation_subject Numerical cognition Experimental and Cognitive Psychology Neuropsychological Tests Language and Linguistics Developmental psychology Young Adult Procedural skill Executive function Mathematical cognition Inhibitory control Developmental and Educational Psychology Humans 0501 psychology and cognitive sciences Child Function (engineering) Conceptual understanding Problem Solving Spatial Memory media_common Working memory 05 social sciences 050301 education Mathematical Concepts Achievement Executive functions Factual knowledge Inhibition Psychological Memory Short-Term Female Mathematical achievement Psychology 0503 education 050104 developmental & child psychology Cognitive psychology |
| ISSN: | 0010-0277 1873-7838 |
| Popis: | Achievement in mathematics is predicted by an individual’s domain-specific factual knowledge, procedural skill and conceptual understanding as well as domain-general executive function skills. In this study we investigated the extent to which executive function skills contribute to these three components of mathematical knowledge, whether this mediates the relationship between executive functions and overall mathematics achievement, and if these relationships change with age. Two hundred and ninety-three participants aged between 8 and 25 years completed a large battery of mathematics and executive function tests. Domain-specific skills partially mediated the relationship between executive functions and mathematics achievement: Inhibitory control within the numerical domain was associated with factual knowledge and procedural skill, which in turn was associated with mathematical achievement. Working memory contributed to mathematics achievement indirectly through factual knowledge, procedural skill and, to a lesser extent, conceptual understanding. There remained a substantial direct pathway between working memory and mathematics achievement however, which may reflect the role of working memory in identifying and constructing problem representations. These relationships were remarkably stable from 8 years through to young adulthood. Our findings help to refine existing multi-component frameworks of mathematics and understand the mechanisms by which executive functions support mathematics achievement. |
| Databáze: | OpenAIRE |
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