TY - JOUR
T1 - Executive function predictors of science achievement in middle-school students
AU - Varma, Keisha
AU - Van Boekel, Martin
AU - Aylward, Gary
AU - Varma, Sashank
N1 - Publisher Copyright:
Copyright © 2023 Varma, Van Boekel, Aylward and Varma.
PY - 2023
Y1 - 2023
N2 - Cognitive flexibility as measured by the Wisconsin Card Sort Task (WCST) has long been associated with frontal lobe function. More recently, this construct has been associated with executive function (EF), which shares overlapping neural correlates. Here, we investigate the relationship between EF, cognitive flexibility, and science achievement in adolescents. This is important because there are fewer educational neuroscience studies of scientific reasoning than of other academically relevant forms of cognition (i.e., mathematical thinking and language understanding). Eighth grade students at a diverse middle school in the Midwestern US completed classroom-adapted measures of three EFs (shifting, inhibition, and updating) and the WCST. Science achievement was indexed by students’ standardized test scores and their end-of-the-year science class grades. Among the EF measures, updating was strongly predictive of science achievement. The association between cognitive flexibility and science achievement was comparatively weaker. These findings illuminate the relationship between EF, cognitive flexibility, and science achievement. A methodological contribution was the development of paper-and-pencil based versions of standard EF and cognitive flexibility measures suitable for classroom administration. We expect these materials to help support future classroom-based studies of EF and cognitive flexibility, and whether training these abilities in adolescent learners improves their science achievement.
AB - Cognitive flexibility as measured by the Wisconsin Card Sort Task (WCST) has long been associated with frontal lobe function. More recently, this construct has been associated with executive function (EF), which shares overlapping neural correlates. Here, we investigate the relationship between EF, cognitive flexibility, and science achievement in adolescents. This is important because there are fewer educational neuroscience studies of scientific reasoning than of other academically relevant forms of cognition (i.e., mathematical thinking and language understanding). Eighth grade students at a diverse middle school in the Midwestern US completed classroom-adapted measures of three EFs (shifting, inhibition, and updating) and the WCST. Science achievement was indexed by students’ standardized test scores and their end-of-the-year science class grades. Among the EF measures, updating was strongly predictive of science achievement. The association between cognitive flexibility and science achievement was comparatively weaker. These findings illuminate the relationship between EF, cognitive flexibility, and science achievement. A methodological contribution was the development of paper-and-pencil based versions of standard EF and cognitive flexibility measures suitable for classroom administration. We expect these materials to help support future classroom-based studies of EF and cognitive flexibility, and whether training these abilities in adolescent learners improves their science achievement.
KW - Wisconsin card sort task
KW - cognitive flexibility
KW - executive function
KW - science achievement
KW - scientific reasoning
UR - http://www.scopus.com/inward/record.url?scp=85179302871&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85179302871&partnerID=8YFLogxK
U2 - 10.3389/fpsyg.2023.1197002
DO - 10.3389/fpsyg.2023.1197002
M3 - Article
C2 - 38090164
AN - SCOPUS:85179302871
SN - 1664-1078
VL - 14
JO - Frontiers in Psychology
JF - Frontiers in Psychology
M1 - 1197002
ER -