Executive functions and problem-solving—The contribution of inhibition, working memory, and cognitive flexibility to science problem-solving performance in elementary school students

BackgroundProblem‐solving in early and middle childhood is of high relevance for cognitive developmental research and educational support. Previous research on science problem‐solving has focussed on the process and strategies of children handling challenging tasks, but less on providing insights into the cognitive network that enables science problem‐solving.AimsIn this study, we aimed to investigate whether performance in science problem‐solving is mainly determined by domain‐specific rule knowledge, by domain‐general cognitive abilities or both.MethodsIn our study, 215 6‐ to 8‐year‐old children completed a set of three domain‐specific rule knowledge tasks and three corresponding problem‐solving tasks that were content‐coherent, as well as a vocabulary task, and a reasoning task.ResultsCorrelational and regression analyses revealed a negligible impact of domain‐specific rule knowledge on corresponding problem‐solving tasks. In contrast, the associations between problem‐solving performance in different domains and the associations between problem‐solving performance and domain‐general abilities (vocabulary and reasoning) were comparably strong.ConclusionsThe findings suggest that science problem‐solving in primary school children primarily relies on domain‐general cognitive abilities. Implications of these findings are discussed with regard to cognitive theories and early science education.

show abstract

Enhancing Computational Thinking, Spatial Reasoning, and Executive Function Skills: The Impact of Tangible Programming Tools in Early Childhood and Across Different Learner Stages

Pellas

2024

Journal of Educational Computing Research

View full text Add to dashboard Cite

Tangible programming tools (TPTs) are promising teaching aids in programming courses due to their interactivity and ability to enhance early childhood students’ computational thinking, spatial reasoning, and executive function skills. However, it remains unclear whether TPTs support these skills simultaneously. This study examines the impact of TPTs on enhancing cognitive thinking skills among students at different developmental stages, with a focus on early childhood education. A quasi-experimental study with pre- and post-tests was conducted involving 82 preschoolers aged 5-7. Participants were categorized into three developmental stages (beginner, intermediate, advanced) based on their prior programming experience. A TPT called “Bee-bot Brushing Challenge: A Computational Adventure” was employed during a STEM summer camp program. The findings revealed significant improvements in students’ abstract thinking, problem decomposition, and spatial reasoning skills, particularly among beginners. Participants at intermediate levels showed notable improvement in algorithm design and efficiency. Results also indicate significant differences in cognitive flexibility and inhibitory control between groups, with advanced students outperforming beginners and intermediates while working memory remained unaffected. This research provides important evidence supporting the inclusion of TPTs in early childhood curricula to foster comprehensive cognitive development. It offers valuable insights for educators and policymakers in designing similar learning environments.

show abstract

Executive functions and problem-solving—The contribution of inhibition, working memory, and cognitive flexibility to science problem-solving performance in elementary school students

Cited by 5 publications

References 53 publications

Differential Impact of Working Memory and Inhibitory Control on Distracted Driving Performance among Experienced and Inexperienced Drivers

Differential Impact of Working Memory and Inhibitory Control on Distracted Driving Performance among Experienced and Inexperienced Drivers

Domain‐specific knowledge and domain‐general abilities in children's science problem‐solving

Enhancing Computational Thinking, Spatial Reasoning, and Executive Function Skills: The Impact of Tangible Programming Tools in Early Childhood and Across Different Learner Stages

Contact Info

Product

Resources

About