Supplemental Material for Executive Functions and Science Achievement During the Five-to-Seven-Year Shift

Improved Executive Function and Science Achievement for At-Risk Middle School Girls in an Aerobic Fitness Program

The Journal of Early Adolescence ◽

10.1177/0272431618770786 ◽

2018 ◽

Vol 39 (3) ◽

pp. 453-469

Author(s):

Jennifer Gatz ◽

Angela M. Kelly ◽

Sheri L. Clark

Keyword(s):

Middle School ◽

At Risk ◽

Executive Function ◽

Executive Functions ◽

Science Achievement ◽

Science Learning ◽

Physical Activity Intervention ◽

Middle School Girls ◽

Fitness Program ◽

School Girls

This study explored the effects of a middle school physical activity intervention for adolescent girls on the executive functioning involved in science learning. The girls, ages 11 to 14, were at risk for low self-esteem, sedentary lifestyle, and poor health outcomes. Executive function stems from interdependent cognitive control processes that influence goal setting and information processing, which complement higher order thinking required for acquiring scientific process skills. A 20-week informal triathlon training program served as the intervention for the treatment girls ( n = 29). The comparison group of girls ( n = 30) was randomly drawn from a matched sample of students of a similar demographic. Mean comparisons, ANCOVA, and Roy-Bargmann stepdown analysis were used to measure outcomes. The intervention contributed to significant improvement in several executive functions and science achievement. These results suggest that an afterschool program with a physical fitness component may improve the executive functions involved in science learning.

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Executive functions and science achievement during the five-to-seven-year shift

10.31234/osf.io/57dph ◽

2020 ◽

Author(s):

Matthew H. Kim ◽

Tracy Bousselot ◽

Sammy F. Ahmed

Keyword(s):

Working Memory ◽

Executive Functions ◽

Cognitive Flexibility ◽

Cognitive Skills ◽

Science Achievement ◽

First Grade ◽

The United States ◽

Early Schooling ◽

Nationally Representative ◽

Bidirectional Associations

Executive functions (EF) are domain-general cognitive skills that predict school success. However, less is known about the relation between EFs and science achievement. 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 (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. 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 in the fall of first grade predicted cognitive flexibility in the spring of first grade. There were also bidirectional associations between working memory and science achievement in the fall and spring of first grade. Findings from the current study reveal the complex interplay between EF and science achievement during early childhood and highlight the potential of boosting science competencies to promote growth in cognitive skills important for goal-directed activity during early schooling.

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Executive functions and science achievement during the five-to-seven-year shift.

Developmental Psychology ◽

10.1037/dev0001261 ◽

2021 ◽

Vol 57 (12) ◽

pp. 2119-2133

Author(s):

Matthew H. Kim ◽

Tracy E. Bousselot ◽

Sammy F. Ahmed

Keyword(s):

Executive Functions ◽

Science Achievement

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Zum Zusammenhang exekutiver Funktionen und sozial-emotionaler Auffälligkeiten bei integriert beschulten Kindern mit einer Hörschädigung

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie ◽

10.1024/1422-4917//a000249 ◽

2013 ◽

Vol 41 (5) ◽

pp. 347-359

Author(s):

Manfred Hintermair ◽

Désirée Korneffel

Keyword(s):

Executive Functions ◽

Strengths And Difficulties Questionnaire ◽

Behavior Rating ◽

Exekutive Funktionen ◽

Psychosoziale Entwicklung ◽

Behavior Rating Inventory ◽

Strengths And Difficulties

Fragestellung: Da im Zuge inklusiver Bestrebungen immer mehr hörgeschädigte Kinder eine allgemeine Schule besuchen werden, gilt es, relevante entwicklungspsychologische Voraussetzungen hierfür genauer zu betrachten. In einer Studie wurden deshalb sozial-emotionale Probleme hörgeschädigter Kinder an allgemeinen Schulen im Zusammenhang mit möglichen Problemen in der Entwicklung exekutiver Funktionen und der kommunikativen Kompetenz diskutiert. Methodik: Eine Stichprobe von 69 Schülern wurde mit einer deutschen Version des «Behavior Rating Inventory of Executive Functions (BRIEF)», einer Kurzskala zur Erfassung der kommunikativen Kompetenz sowie dem Strengths and Difficulties Questionnaire untersucht. Die Daten wurden mit einer Normierungsstichprobe verglichen, weiter wurden korrelative und regressionsanalytische Zusammenhänge der Variablen berechnet. Ebenso wurden Zusammenhänge der exekutiven Funktionen mit soziodemographischen Variablen analysiert. Ergebnisse: Die Ergebnisse zeigen, dass in fast allen Bereichen exekutiver Funktionen die hörgeschädigten Kinder mehr Probleme aufweisen als die Kinder der hörenden Normierungsstichprobe und die Prävalenzrate durchschnittlich ca. dreimal höher ist. Der Index für verhaltensregulierende exekutive Funktionen erweist sich neben dem Geschlecht am besten zur Vorhersage sozial-emotionaler Probleme. Schlussfolgerungen: Für die pädagogische Praxis ergibt sich, dass hörgeschädigte Schüler an allgemeinen Schulen in Bezug auf ihre psychosoziale Entwicklung von einem pädagogischen Konzept profitieren, das neben der Förderung sprachkommunikativer Kompetenzen auch auf die Stärkung von Selbstkontrolle und Selbstwirksamkeit der Kinder fokussiert.

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Time-Based Measures of Monitoring in Association With Executive Functions in Kindergarten Children

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000422 ◽

2020 ◽

Vol 228 (4) ◽

pp. 244-253 ◽

Cited By ~ 1

Author(s):

Sonja Kälin ◽

Claudia M. Roebers

Keyword(s):

Working Memory ◽

Executive Functions ◽

Cognitive Processes ◽

Higher Order ◽

Kindergarten Children ◽

Metacognitive Monitoring

Abstract. Repeatedly, the notion has been put forward that metacognition (MC) and executive functions (EF) share common grounds, as both describe higher order cognitive processes and involve monitoring. However, only few studies addressed this issue empirically and so far their findings are rather inconsistent. Addressing the question whether measurement differences may in part be responsible for the mixed results, the current study included explicitly reported as well as time-based measures of metacognitive monitoring and related them to EF. A total of 202 children aged 4–6 years were assessed in terms of EF (inhibition, working memory, shifting) and monitoring. While there was no significant link between explicitly reported confidence and EF, latencies of monitoring judgments were significantly related to time- and accuracy-based measures of EF. Our findings support the association between EF and MC and the assumption that better inhibition abilities help children to engage in more thorough monitoring.

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Effects of Fatigue on Cognitive Performance in Long-Duration Simulated Flight Missions

Aviation Psychology and Applied Human Factors ◽

10.1027/2192-0923/a000191 ◽

2020 ◽

Vol 10 (2) ◽

pp. 82-93

Author(s):

Eduardo Rosa ◽

Ola Eiken ◽

Mikael Grönkvist ◽

Roger Kölegård ◽

Nicklas Dahlström ◽

...

Keyword(s):

Executive Functions ◽

Task Performance ◽

Cognitive Performance ◽

Cognitive Tasks ◽

Fatigue Index ◽

Fighter Aircraft ◽

Long Duration ◽

Metacognitive Accuracy

Abstract. Fighter pilots may be exposed to extended flight missions. Consequently, there is increasing concern about fatigue. We investigated the effects of fatigue and cognitive performance in a simulated 11-hr mission in the 39 Gripen fighter aircraft. Five cognitive tasks were used to assess cognitive performance. Fatigue was measured with the Samn–Perelli Fatigue Index. Results showed that performance in the non-executive task degraded after approximately 7 hr. Fatigue ratings showed a matching trend to the performance in this task. Performance in tasks taxing executive functions did not decline. We interpreted that fatigue can be overridden by increased attentional effort for executive tasks but not for non-executive components of cognition. Participants underestimated their performance and metacognitive accuracy was not influenced by fatigue.

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