Executive functions and achievements in school: Shifting, updating, inhibition, and working memory

By Helen St Clair-Thompson, Susan E. Gathercole *. Quarterly Journal of Experimental Psychology, 2006

1,305 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/c5e8cd2717cafef50117962e814696efc21a3034

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Citations in the corpus

Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years (2008, background): “These studies show that in young preschool children ( Espy et al, 2004 ), and in children aged around 7 ( Bull & Scerif, 2001 ) and 11 years ( St Clair-Thompson & Gathercole, 2006 ) inhibitory skills are predictive of mathematics ability, although the relationship may be less clear cut in older chil”
Exercise and Children’s Intelligence, Cognition, and Academic Achievement (2008, background): “A child who cannot effectively plan, update working memory, shift from one mental set to another, and inhibit impulsive behavior is unlikely to be able to stay on task in the classroom and excel academically (St Clair-Thompson and Gathercole 2006).”
The Development of Graphophonological-Semantic Cognitive Flexibility and Its Contribution to Reading Comprehension in Beginning Readers (2010, background): “Clair-Thompson & Gathercole, 2006 ) and reading ability (Reiter, Tucha, & Klaus, 2004 ), little research has explored specific roles of executive functions in the development of reading processes.”
Improving children's working memory and classroom performance (2010, background): “Between the ages of 7 and 14 years children who perform poorly on measures of working memory also typically perform below expected standards in national curriculum assessments of English, mathematics and science in England (Gathercole, Brown, & Pickering, 2003 ; Gathercole & Pickering, 2000 ; Gath”
The role of cognitive inhibition in different components of arithmetic (2015, background): “A smaller number of studies have used these types of tasks when exploring the relationship with mathematics achievement (De Weerdt et al. 2013; Monette et al. 2011; St Clair-Thompson and Gathercole 2006).”
Cognitive Flexibility, Approaches to Learning, and Academic School Readiness in Head Start Preschool Children (2011, background): “It is increasingly clear that executive functions are fundamental to children’s academic achievement as well (Bull & Scerif, 2001; St. Clair-Thompson & Gathercole, 2006).”
Relations between Executive Function and Academic Achievement from Ages 5 to 17 in a Large, Representative National Sample (2011, positive): “…memory tasks, in particular, consistently relates to performance in mathematics and reading (Blair & Razza, 2007; Bull & Scerif, 2001; Protopapas, Archonti, & Skaloumbakas, 2007; St. Clair-Thompson & Gathercole, 2006; van der Schoot, Licht, Horsley, & Sergeant, 2000; van der Sluis et al., 2007).”
Skills underlying mathematics: The role of executive function in the development of mathematics proficiency (2014, positive): “…control abilities do predict performance in mathematics (Brock, Rimm- Kaufman, Nathanson, & Grimm, 2009; Bull & Scerif, 2001; Espy et al., 2004; Gilmore et al., 2013; Kroesbergen et al., 2009; Lee et al., 2010; St Clair-Thompson & Gathercole, 2006; Thorell, 2007; but see Andersson, 2008).”
The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems (2009, background): “Findings from both word problem studies (Passolunghi, Cornoldi, & De Liberto, 1999; Passolunghi & Siegel, 2001) and arithmetic studies (Bull, Johnston, & Roy, 1999; Bull & Scerif, 2001; Clair-Thompson & Gathercole, 2006) suggest inhibitory abilities may contribute to arithmetic problem solving.”