The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers
Open accessAbstract
Little is known about how components of executive function (EF) jointly and uniquely predict different aspects of academic achievement and how this may vary across cultural contexts. In the current study, 119 Chinese and 139 American preschoolers were tested on a battery of EF tasks (i.e., inhibition, working memory, and attentional control) as well as academic achievement tasks (i.e., reading and mathematics). Results demonstrate that although working memory performance in both cultures was comparable, Chinese children outperformed American children on inhibition and attentional control tasks. In addition, the relation between components of EF and achievement was similar in the two countries. Working memory uniquely predicted academic achievement, with some intriguing patterns in regard to tasks requiring complex processing. Inhibition uniquely predicted counting but did not uniquely predict calculation. Attentional control predicted most aspects of achievement uniformly and was the most robust predictor for reading in both countries. In sum, the data provide insight into both cultural variability and consistency in the development of EF during early childhood.
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“For example, in a study examining math ability in first graders, independent effects were reported for inhibition, attention shifting, and working memory aspects of EF, with the most robust relation being that for working memory (Bull & Scerif, 2001).”
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Cited by
The development of self-regulation across early childhood.
Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016) · Developmental Psychology · doi:10.1037/dev0000159 · Cited by 629
Self-citationPredictors of early growth in academic achievement: the head-toes-knees-shoulders task
McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00599 · Cited by 597
Peng, P., Namkung, J., Barnes, M., & Sun, C. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000079 · Cited by 557
Executive Functioning and Mathematics Achievement
Bull, R., & Lee, K. (2014) · Child Development Perspectives · doi:10.1111/cdep.12059 · Cited by 552
Jacob, R., & Parkinson, J. (2015) · Review of Educational Research · doi:10.3102/0034654314561338 · Cited by 538
Metadata
- Authors
- Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J.
- Venue
- Journal of Experimental Child Psychology
- Publisher
- Elsevier BV
- Published
- 2011-03
- Volume
- 108
- Issue
- 3
- Pages
- 677-692
- ISSN
- 0022-0965 (ISSN-L)
- OpenAlex
- W1981839744
- Cited by
- 461
- References
- 11
- FWCI
- 21.12
- Type
- journal article
- Language
- en
- Open access
- green
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- Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2010.11.001
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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