Executive Functioning as a Predictor of Children's Mathematics Ability: Inhibition, Switching, and Working Memory

By Rebecca Bull, Gaia Scerif. Developmental Neuropsychology, 2001

1,515 citations recorded by the source corpus.

How researchers see this paper

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

A study of simple and multiple relations between mathematics attitude, academic motivation and intelligence quotient with mathematics achievement (2013, result): “The relation between mathematics attitude and math achievement is in compliance with the findings of Adanez, and Velasco (2002), Blair, et al (2005), Bull and Scerif (2001), Evans, et al (2002), Grissmer (2000), Kushman, et al ( 2000), Luo, et al (2003).”
The Contribution of Executive Functions to Emergent Mathematic Skills in Preschool Children (2004, methodology): “Several investigators (Bull & Scerif, 2001; Gathercole & Pickering, 2000; McLean & Hitch, 1999) have noted the role of WM in mathematics in older school-age children.”
Predicting Early School Achievement With the EDI: A Longitudinal Population-Based Study (2007, background): “Memory has also been found to be associated with aspects of school achievement, especially mathematics (Bull & Scerif, 2001).”
The role of cognitive inhibition in different components of arithmetic (2015, methodology): “Bull and Scerif (2001) suggest that evidence of domain-specific inhibition effects could be related to differences in storage capacity across varying types of information (see also Szucs et al. 2013).”