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Modeling a cascade of effects: the role of speed and executive functioning in preterm/full-term differences in academic achievement: Executive function in preterm adolescents

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Rose, Susan A., Feldman, Judith F., Jankowski, Jeffery J.·2011·Developmental Science
DOI 10.1111/j.1467-7687.2011.01068.x
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Abstract

This study identified deficits in executive functioning in pre-adolescent preterms and modeled their role, along with processing speed, in explaining preterm/full-term differences in reading and mathematics. Preterms (< 1750 g) showed deficits at 11 years on a battery of tasks tapping the three basic executive functions identified by Miyake - updating/working memory, inhibition, and shifting. Confirmatory factor analysis showed that these executive functions, though correlated, were distinct from one another and from processing speed, which later proved to account for much of the intercorrelation among executive functions. In the best-fitting structural equation model, the negative effects of prematurity on achievement were completely mediated by the three executive functions and speed in a cascade of effects: prematurity → slower processing speed → poorer executive functioning (working memory) → lower achievement in math and reading.

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  • The general unity/diversity pattern has been consistently found in other samples, including children, young adults, and older adults.

    “This general unity/diversity pattern has been consistently found in other samples, including children (e.g., Lehto et al., 2003; Rose et al., 2011), young adults (Miyake et al., 2000), and older adults (e.g., Vaughan and Giovanello, 2010), although only a single unitary factor (e.g., Wiebe et al., 2008, 2011) or two factors (Miller et al., 2012a) may be evident in preschool children.”

    From Advancing understanding of executive function impairments and psychopathology: bridging the gap between clinical and cognitive approaches (2015) · cites this paper as Rose et al., 2011

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Authors
Rose, S. A., Feldman, J. F., & Jankowski, J. J.
Affiliations
  • Albert Einstein College of Medicine (US)
  • City University of New York (US)
Corresponding author
Rose, Susan A.
Venue
Developmental Science
Publisher
Wiley
Published
2011-07-13
Volume
14
Issue
5
Pages
1161-1175
ISSN
1363-755X (ISSN-L)
DOI
10.1111/j.1467-7687.2011.01068.x
OpenAlex
W2161409502
Cited by
287
References
19
Citations by year
2026: 4 · 2025: 14 · 2024: 22 · 2023: 12 · 2022: 17 · 2021: 19 · 2020: 57 · 2019: 18 · 2018: 25 · 2017: 16 · 2016: 16 · 2015: 16 · 2014: 23 · 2013: 18 · 2012: 9
FWCI
15.11
Type
journal article
Language
en
Open access
Licence
doi.wiley.com/10.1002/tdm_license_1.1 (tdm, 1511 d)
Locations
  • Developmental Science (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • National Institutes of Health
  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD 13810, R01HD013810, R01HD049494, HD 049494)
Topics
  • Health Sciences › Medicine › Pediatrics, Perinatology and Child Health › Infant Development and Preterm Care
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Keywords
preterm birth, executive function, processing speed, academic performance, reading achievement, mathematics achievement, working memory, inhibition, cognitive flexibility, mediation, preadolescents, low birth weight
MeSH terms
Achievement, Attention, Birth Order, Child, Cognition, Educational Status, Female, Humans, Infant, Newborn, Infant, Premature, Learning, Male, Memory, Short-Term, Neuropsychological Tests, Executive Function

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