(How) Are Executive Functions Actually Related to Arithmetic Abilities?

Archambeau, Kim; Gevers, Wim; Fias, Wim; Henik, Avishai

doi:10.1016/b978-0-12-811529-9.00016-9

Cited by 17 publications

(17 citation statements)

References 84 publications

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“…These results corroborate the work of several researchers in the field of mathematics, who have demonstrated that the learner must be flexible in moving from one strategy to another, for example, from a strategy of recovery, decomposition or transformation to a strategy of solving arithmetic problems. 19 Similarly, cognitive flexibility explains variations in reading and writing performance among primary school learners, according to other researchers. 19 Inhibitory control is one of the main components of executive functions and has been described both as the suppression of a pre-potent response and as interference control.…”

Section: Discussionmentioning

confidence: 80%

“…19 Similarly, cognitive flexibility explains variations in reading and writing performance among primary school learners, according to other researchers. 19 Inhibitory control is one of the main components of executive functions and has been described both as the suppression of a pre-potent response and as interference control. 20 Our study results showed that students with learning difficulties scored low on the Stroop test, a gold standard for assessing cognitive inhibition skills, compared to the control group subjects.…”

Section: Discussionmentioning

confidence: 80%

“…10 A growing number of studies have indicated that the updating of working memory can be closely related to mathematical learning and success. [19][20][21] The results of this study revealed that the academic success of middle school students was associated with executive function performance. Exploring programs designed to promote EFs and to make better use of the strategies of these functions is of primary importance, given that several studies have correlated improvement in the use of EFs with academic success among children who have benefited from these programs.…”

Section: Discussionmentioning

confidence: 99%

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Relationship between executive functions and academic performance among Moroccan middle school students

Bouzaboul

Amri

Abidli

et al. 2020

Dement. neuropsychol.

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ABSTRACT. Executive functions (EF) play a central role in the development of social and cognitive skills and academic learning. Objective: For this reason, this study aims to determine the relationship between executive functions and academic performance among middle school students in the Middle Atlas of Morocco. Methods: This study focuses on 137 middle school students studying at four colleges located in the Middle Atlas of Morocco. The sample studied was divided into two groups: the first consisting of students with learning difficulties; and the second considered a control. To assess EF, three tests were administered to learners in both groups (Tracking Test, Stroop Test and Number Span Test). Results: In the sample, average age of the learners was 14.5±1.3 years and sex ratio was balanced. The students with learning difficulties had lower performance on tests measuring cognitive flexibility, inhibitory processes and working memory compared to the control group. Conclusion: From these results, it can be concluded that students with learning disabilities performed poorly on the three basic components of executive functions. Therefore, thorough neuropsychological diagnosis would be desirable to identify learners who may have cognitive or behavioural disorders and allow adequate intervention to improve their executive functions and subsequently their academic success.

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Section: Discussionmentioning

confidence: 80%

Section: Discussionmentioning

confidence: 80%

Section: Discussionmentioning

confidence: 99%

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Relationship between executive functions and academic performance among Moroccan middle school students

Bouzaboul

Amri

Abidli

et al. 2020

Dement. neuropsychol.

View full text Add to dashboard Cite

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“…Cognitive flexibility refers to the ability to shift attention between mental sets or responses in the midst of changing task contingencies ( Miyake et al, 2000 ). Typically measured with task-switching paradigms, cognitive flexibility requires that test takers switch between two tasks and in the process incur some associated performance costs – switch cost (difference between task switching and repetition trials in mixed blocks) and mixing cost (difference between two repetitive trials either in single or mixed blocks trials; Archambeau & Gevers, 2018 ; Vandierendonck, Liefooghe, & Verbruggen, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

Contributions of Working Memory and Inhibition to Cognitive Flexibility in Nigerian Adolescents

Nweze

Nwani

2020

Developmental Neuropsychology

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This study used a novel approach that combined the latency and accuracy scores to examine the relative involvement of inhibition and working memory in two measures of cognitive flexibilitymixing cost and switch cost in 110 Nigerian adolescents. Results showed that inhibition was significantly associated with switch cost. On the other hand, working memory was negatively associated with mixing cost. These findings support the assumption that cognitive flexibility skills are dependent on inputs from inhibition and working memory processes. Inhibition is involved in the deactivation of irrelevant stimuli during switching trials while working memory is essential to maintain the current rule in sets that require no shifting.

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“…Moreover a meta-analysis demonstrated a publication bias exclusively supporting the emergence of studies showing such relation between bilingualism and better executive abilities (de Bruin et al, 2015). In addition the relation between executive system and arithmetic has been controversially discussed in a recent literature review (Archambeau & Gevers, 2018) which recommends caution to consider this relation as real, because there is not enough empirical evidence supporting it. To our knowledge the relation between executive system and transcoding has not been studied yet.…”

Section: Discussionmentioning

confidence: 99%

Units first or tens first: How bilingualism affects two-digit number transcoding?

Poncin¹,

A²,

Schiltz³

2020

Preprint

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We investigated the influence of language on transcoding in bilinguals and monolinguals. Bilingual adults who learned math in German (LM+) during primary school and in French during secondary school (LM-) were compared to German and French monolinguals. Participants had to listen to two-digit numbers and had to identify the heard number amongst four visually presented Arabic numbers. To mimic the German vs. the French number word systems, the order of visual appearance of the units and tens of the two-digit numbers was manipulated. Participants also performed a classical transcoding task with simultaneous appearance of the tens and units. Bilinguals were faster to transcode in LM+ than in LM-. Furthermore, they were slower and made more errors when transcoding in LM- compared to monolingual French-speaking participants. We conclude that math acquisition’s language influences simple numerical tasks such as transcoding in adulthood, confirming the critical role of language in numerical cognition.

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(How) Are Executive Functions Actually Related to Arithmetic Abilities?

Cited by 17 publications

References 84 publications

Relationship between executive functions and academic performance among Moroccan middle school students

Relationship between executive functions and academic performance among Moroccan middle school students

Contributions of Working Memory and Inhibition to Cognitive Flexibility in Nigerian Adolescents

Units first or tens first: How bilingualism affects two-digit number transcoding?

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