Executive functioning predicts reading, mathematics, and theory of mind during the elementary years

Abstract

The goal of this study was to specify how executive functioning components predict reading, mathematics, and theory of mind performance during the elementary years. A sample of 93 7- to 10-year-old children completed measures of working memory, inhibition, flexibility, reading, mathematics, and theory of mind. Path analysis revealed that all three executive functioning components (working memory, inhibition, and flexibility) mediated age differences in reading comprehension, whereas age predicted mathematics and theory of mind directly. In addition, reading mediated the influence of executive functioning components on mathematics and theory of mind, except that flexibility also predicted mathematics directly. These findings provide important details about the development of executive functioning, reading, mathematics, and theory of mind during the elementary years.

Executive Functions And Theory Of Mind In Senior Preschool Age

“…In general, the results of the correlation and cluster analysis indicate that there is a relationship between the level of a child's understanding of false beliefs and such components of cognitive control as inhibition and switching, which is in good agreement with the previous studies (Bock et al, 2015;Cantin et al, 2016;Carlson et al, 2015;Muller et al, 2012;Perner et al, 2002;Yeniad et al, 2013). Most authors hold the view that this relationship stems from the participation of executive functions in performing false belief tasks: a child should be flexible enough to switch between its belief and another person's vision of the situation, and also to suppress its own knowledge about the situation.…”

“…Meanwhile recent foreign studies have shown that such components of executive functions as constraining control and flexibility are significant predictors of further theory of mind development (Bock et al, 2015;Cantin et al, 2016;Carlson et al, 2002;Muller et al, 2012;Yeniad et al, 2013).…”

“…For example, a study found that children of preschool age (5.5-6 year old) who lacked maternal support had a lower level of self-control and a decreased degree of theory of mind formation, they also displayed a high level of aggression when interacting with their peers (Zelazo, 2006). There is also much evidence of the relationship between theory of mind and the executive functions development in children at the time of its onset at an early age and during its subsequent development (Cantin et al, 2016;Carlson et al, 2002;Carlson et al, 2015;Frye et al, 1995;Hughes & Ensor, 2007;Oh & Lewis, 2008;Premack & Woodruff, 1978).…”

Compreensão da leitura textual e sua relação com as funções executivas

“…Essas têm sido estudadas em relação a diferentes faixas etárias (CARREIRO et al, 2014), bem como em relação a diferentes domínios, tais como raciocínio matemático, teoria da mente e leitura. (CANTIN et al, 2016). Em um estudo brasileiro com pré-escolares, Pazeto, Seabra e Dias (2014) evidenciaram que as funções executivas se expandem de um ano ao outro já nesta etapa de vida e se relacionam com avanços também na linguagem oral.…”

“…No entanto, é mais recorrente na literatura a consideração de três processos cognitivos como componentes principais das funções executivas, sendo eles a inibição, a memória operacional e a flexibilidade, o que tem sido corroborado por estudos recentes, com uso de análise fatorial e equações estruturais. (MYAKE et al, 2000;CANTIN et al, 2016;CORSO et al, 2016).…”