Executive Functioning and Mathematics Achievement

By Rebecca Bull, Kerry Lee. 2014

507 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/564850db4ffe2117567ea845fcdd898750b6fcd4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In Experimental and Cognitive Psychology

In Statistics and Probability

Citations in the corpus

Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017, background): “Research does not evenly cover the different school subjects—it has generally focused more on mathematics than on literacy or science (Bull & Lee, 2014; Latzman, Elkovitch, Young, & Clark, 2010; Rhodes et al., 2016).”
The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge (2016, background): “Moreover, the association between working memory and repeating patterns is consistent with other research linking working-memory capacity with other aspects of children’s mathematics knowledge (Bull & Lee, 2014; Miller et al., 2013; Swanson, 2006; Welsh et al., 2010).”
Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, background): “This finding might be anticipated given that mathematical problem-solving requires cognitive Self-regulation in Childhood 32 control skills (Bull & Lee, 2014; Zhou, Chen, & Main, 2012) and prefrontal regions of the brain (Allan et al., 2014; Blair & Raver, 2015) that are considered critical for…”
The role of cognitive inhibition in different components of arithmetic (2015, background): “Particular attention has been paid to executive functions—the skills required to monitor and control thought and action—and the role they play in learning and performing mathematics (see reviews by Cragg and Gilmore 2014; Bull and Lee 2014).”
Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children (2019, background): “2019 Informa UK Limited, trading as Taylor & Francis Group including working memory, updating, inhibition, and shifting (e.g. Bull & Lee, 2014; Clements, Sarama, & Germeroth, 2016; Diamond, 2013).”
Developmental Changes in Working Memory, Updating, and Math Achievement. (2016, background): “Similar to findings from a recent review of the literature on relations between updating, inhibition, shifting, and math performance (Bull & Lee, 2014), we found no significant correlation between inhibition, shifting, and math performance, nor did they affect the correlation between WM, updating,…”