Executive functions and achievements in school: Shifting, updating, inhibition, and working memory
Executive functions and achievements in school: Shifting, updating, inhibition, and working memory
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DOI：
10.1080/17470210500162854
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发表时间：
2006-04-01
影响因子：
1.7
通讯作者：
Gathercole, SE
中科院分区：
文献类型：
--
作者：
St Clair-Thompson, HL;Gathercole, SE
最近的链接之间建立的措施，教育程度和口头和视觉空间方面的工作记忆。具体的执行功能（转移、更新和抑制）与学业成绩之间的关系也已得到确定。在本研究中，学业成绩，转移，更新，抑制，和言语和视觉空间工作记忆进行了评估，在11和12岁的儿童。探索性因素分析确定了两个执行因素：一个与更新功能，一个与抑制。更新能力与言语和视觉空间工作记忆广度任务的成绩密切相关。工作记忆与英语和数学成绩密切相关，抑制与英语、数学和科学成绩相关。语言工作记忆与英语成绩、视空间工作记忆与英语、数学和科学成绩之间存在领域特异性关联。研究结果对执行功能、工作记忆和儿童学习的理论分析有一定的启示。
Links have recently been established between measures of educational attainment and both verbal and visuo-spatial aspects of working memory. Relationships have also been identified between specific executive functions-shifting, updating, and inhibition-and scholastic achievement. In the present study, scholastic attainment, shifting, updating, inhibition, and verbal and visuo-spatial working memory were assessed in 11- and 12-year-old children. Exploratory factor analysis identified two executive factors: one associated with updating functions and one associated with inhibition. Updating abilities were closely linked with performance on both verbal and visuo-spatial working memory span tasks. Working memory was closely linked with attainment in English and mathematics, and inhibition was associated with achievement in English, mathematics, and science. Domain-specific associations existed between verbal working memory and attainment in English, and between visuo-spatial working memory and attainment in English, mathematics and science. Implications of the findings for the theoretical analysis of executive functioning, working memory and children's learning are discussed.