Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15405
Title: Executive functioning and mathematics achievement
Authors: Bull, Rebecca
Lee, Kerry
Issue Date: 2014
Citation: Bull, R., & Lee, K. (2014). Executive functioning and mathematics achievement. Child Development Perspectives, 8(1), 36-41.
Abstract: The importance of executive function skills in mathematical achievement is well established, and research conducted in the last decade has witnessed a move from a focus on just measuring working memory or updating to an inclusion of other EF skills, namely inhibition and shifting. We review findings from studies that have taken different approaches to measuring EF (e.g., using single versus multiple indicators), and which apply different analytical techniques to conceptualize EF structure (e.g., exploratory versus confirmatory techniques). The consistent finding that emerges despite these differences is that updating is a significant, often unique, predictor of math achievement across a wide age range, whilst the findings relating to inhibition and switching are less conclusive. We discuss these findings in relation to age-related variance in EF structure, the nature of inhibitory and shifting task requirements, and the possibility that updating is a limiting factor or a common resource for inhibition and shifting.
Description: This is the original draft, prior to peer-review, of a manuscript published in Bull, E., & Lee, K. (2014). Executive functioning and mathematics achievement. Child Development Perspectives, 8(1), 36-41. The published version is available online at doi: http://dx.doi.org/10.1111/cdep.12059
URI: http://hdl.handle.net/10497/15405
ISSN: 1750-8592
Other Identifiers: 10.1111/cdep.12059
Appears in Collections:Journal Articles

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