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Executive Functions and Science Achievement during the Five-to-Seven-Year Shift

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Title: Executive Functions and Science Achievement during the Five-to-Seven-Year Shift
Language: English
Authors: Kim, Matthew H. (ORCID 0000-0002-1436-3596), Bousselot, Tracy E. (ORCID 0000-0002-9339-9326), Ahmed, Sammy F. (ORCID 0000-0003-3814-2955)
Source: Developmental Psychology. Dec 2021 57(12):2119-2133.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Grade 1
Descriptors: Executive Function, Science Achievement, Cognitive Ability, Short Term Memory, Correlation, Kindergarten, Grade 1, Young Children, Child Development, Cognitive Development, Student Characteristics
Assessment and Survey Identifiers: Early Childhood Longitudinal Survey, Woodcock Johnson Tests of Achievement, Stanford Binet Intelligence Scale, Peabody Individual Achievement Test, General Social Survey
DOI: 10.1037/dev0001261
ISSN: 0012-1649
Abstract: Executive functions (EF) are domain-general cognitive skills that predict foundational academic skills such as literacy and numeracy. However, less is known about the relation between EFs and science achievement. The nature of this relation might be explained by the theory of mutualism, which states that development is the result of complex and interacting processes, in which growth in one domain influences growth in another domain. The present study examined the bidirectional associations between science achievement and children's cognitive flexibility and working memory in a nationally representative sample of children in the United States (Early Childhood Longitudinal Study: Kindergarten Class of 2010-2011 [ECLS-K:2011]; N = 18,174). Using random intercepts cross-lagged panel modeling, results revealed a heterogeneous pattern of associations between EF and science achievement, consistent with mutualism theory. Trait-like and construct stability emerged in the between-person and within-person estimates of EF and science. Cognitive flexibility and working memory in kindergarten each predicted science achievement in first grade. Science achievement at the beginning of first grade predicted cognitive flexibility at the end of first grade. There were also bidirectional associations between working memory and science achievement from the beginning to the end of the first grade year. Although effect sizes were small, findings reveal the complex interplay between EF and science achievement during early childhood and highlight a core tenet of mutualism theory--that small gains in academic and cognitive domains are positively associated with future skills and abilities within and across domains.
Abstractor: As Provided
Notes: https://osf.io/usy9h
Entry Date: 2021
Accession Number: EJ1319931
Database: ERIC
FullText Text:
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  Data: Executive Functions and Science Achievement during the Five-to-Seven-Year Shift
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Kim%2C+Matthew+H%2E%22">Kim, Matthew H.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1436-3596">0000-0002-1436-3596</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bousselot%2C+Tracy+E%2E%22">Bousselot, Tracy E.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9339-9326">0000-0002-9339-9326</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ahmed%2C+Sammy+F%2E%22">Ahmed, Sammy F.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3814-2955">0000-0003-3814-2955</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Psychology%22"><i>Developmental Psychology</i></searchLink>. Dec 2021 57(12):2119-2133.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Y
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  Data: 15
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Early+Childhood+Longitudinal+Survey%22">Early Childhood Longitudinal Survey</searchLink><br /><searchLink fieldCode="SU" term="%22Woodcock+Johnson+Tests+of+Achievement%22">Woodcock Johnson Tests of Achievement</searchLink><br /><searchLink fieldCode="SU" term="%22Stanford+Binet+Intelligence+Scale%22">Stanford Binet Intelligence Scale</searchLink><br /><searchLink fieldCode="SU" term="%22Peabody+Individual+Achievement+Test%22">Peabody Individual Achievement Test</searchLink><br /><searchLink fieldCode="SU" term="%22General+Social+Survey%22">General Social Survey</searchLink>
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  Data: 10.1037/dev0001261
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  Data: 0012-1649
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  Label: Abstract
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  Data: Executive functions (EF) are domain-general cognitive skills that predict foundational academic skills such as literacy and numeracy. However, less is known about the relation between EFs and science achievement. The nature of this relation might be explained by the theory of mutualism, which states that development is the result of complex and interacting processes, in which growth in one domain influences growth in another domain. The present study examined the bidirectional associations between science achievement and children's cognitive flexibility and working memory in a nationally representative sample of children in the United States (Early Childhood Longitudinal Study: Kindergarten Class of 2010-2011 [ECLS-K:2011]; N = 18,174). Using random intercepts cross-lagged panel modeling, results revealed a heterogeneous pattern of associations between EF and science achievement, consistent with mutualism theory. Trait-like and construct stability emerged in the between-person and within-person estimates of EF and science. Cognitive flexibility and working memory in kindergarten each predicted science achievement in first grade. Science achievement at the beginning of first grade predicted cognitive flexibility at the end of first grade. There were also bidirectional associations between working memory and science achievement from the beginning to the end of the first grade year. Although effect sizes were small, findings reveal the complex interplay between EF and science achievement during early childhood and highlight a core tenet of mutualism theory--that small gains in academic and cognitive domains are positively associated with future skills and abilities within and across domains.
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  Label: Abstractor
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  Data: As Provided
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  Data: https://osf.io/usy9h
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  Data: 2021
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  Data: EJ1319931
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      – SubjectFull: Executive Function
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