Executive functions and science achievement during the five-to-seven-year shift.

Abstract

Executive functions (EF) are domain-general cognitive skills that predict school success. However, less is known about the relation between EFs and science achievement. The present study examined the bidirectional associations between science achievement and children's cognitive flexibility and working memory in a nationally representative sample of children in the United States (ECLS-K: 2011; N = 18,174). Using random intercepts cross-lagged panel modeling, results revealed a heterogeneous pattern of associations between EF and science achievement. Trait-like and construct stability emerged in the between-person and within-person estimates of EF and science. Cognitive flexibility and working memory in kindergarten each predicted science achievement in first grade. Science achievement in the fall of first grade predicted cognitive flexibility in the spring of first grade. There were also bidirectional associations between working memory and science achievement in the fall and spring of first grade. Findings from the current study reveal the complex interplay between EF and science achievement during early childhood and highlight the potential of boosting science competencies to promote growth in cognitive skills important for goal-directed activity during early schooling.

Co‐development among reading, math, science, and verbal working memory in the elementary stage

“…For verbal working memory and math, some have revealed their mutualism (Kahl et al, 2022; Mareva et al, 2022), whereas Miller‐Cotto and Byrnes (2020) found no such mutualism. To our knowledge, only one study (Kim et al, 2021) has investigated the potential mutualism between verbal working memory and science and has found such mutualism. The findings of prior studies are inconsistent and thus whether mutualism exists between verbal working memory and academic skills remains unclear.…”

The Role of Executive Function in Reading Development and Reading Intervention

“…As mentioned earlier, mutualism theory suggests a possible cognitive-academic bidirectional model (e.g., Kim, Bousselot, & Ahmed, 2021;Peng & Kievit, 2020;Van Der Maas et al, 2006;Zhang & Peng, 2023). In early development, the accumulation and automatic retrieval of domain-specific knowledge are not well established, and students are more likely to invest their cognitive abilities in the more abstract acquisition of learning in general.…”

The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades

“…The transition to kindergarten is characterized by a period of rapid change for young children. For many, kindergarten marks the first time children are expected to attend to direct skills undergo rapid development during the early school transition period (Kim et al, 2021; mathematical development. For example, U.S. national test scores suggest that children make the most rapid gains in math achievement during the first few years of formal schooling compared to later developmental periods, including during late childhood and adolescence (Bloom et al, 2008;LoGerfo et al, 2006).…”