Jessica Wise Younger , Simon Schaerlaeken , Joaquin A. Anguera , Adam Gazzaley , Project iLEAD Consortium
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引用次数: 0
Abstract
Background
Executive functions (EFs) are thought to work in concert to support academic skill. However, EFs are often examined independently, obscuring their symbiotic contribution. We examined the relationship between students’ holistic EF profiles and their academic success.
Methods
We sampled over 1200 7–15 year old students from a diverse school district (16 % White; 32 % low income) in the United States. We used 9 EF assessments to construct cognitive profiles via self-organizing maps. We then related profiles to academic achievement scores from both laboratory-based assessments and state-administered standardized tests of reading and math.
Results
Six profiles differed in EF performance, but their differences in academic achievement did not suggest a linear relationship between individual EFs and academic skill.
Conclusions
We show cognitive profiles based on individual strengths and weaknesses in EFs can reveal multiple cognitive paths to the same academic outcome.
背景执行功能（EFs）被认为是协同工作以支持学习技能的。然而，人们往往将执行功能单独研究，从而忽略了它们之间的共生作用。我们研究了学生的整体执行功能特征与他们学业成功之间的关系。方法我们从美国一个多元化学区（16%为白人；32%为低收入者）抽取了1200多名7-15岁的学生。我们使用了 9 项 EF 评估，通过自组织图构建了认知概况。然后，我们将认知概况与基于实验室的评估和州政府组织的阅读和数学标准化测试中的学业成绩分数联系起来。结果六种认知概况在EF表现上存在差异，但它们在学业成绩上的差异并不表明个体EF与学业技能之间存在线性关系。结论我们的研究表明，基于个体EF强项和弱项的认知概况可以揭示通往相同学业成绩的多种认知途径。
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