Abstract:CitationGhanaian classroom teachers face consistent challenges asking children to relate classroom interactions with the development of connected thinking in areas such as mathematical proficiency and reading comprehension. Inculcating inference-making ability in children places a cognitive burden on the executive control of the working memory capacity (WMC). Therefore, the purpose of this study was to examine the relationship between WMC and executive function, with specific reference to how inhibition as exe… Show more
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