Cited by 1,501Cognitive and developmental aspects of mathematical skillsDevelopmental and Educational NeuropsychologyCognitive Abilities and Testing

The DOI matches its Crossref record; 63 of the 67 references it cites were found in a registry or an index.

Executive Functioning as a Predictor of Children's Mathematics Ability: Inhibition, Switching, and Working Memory

Bull, Rebecca, Scerif, Gaia·2001·Developmental Neuropsychology

DOI 10.1207/s15326942dn1903_3

Open this paper in CoChat — free account

Abstract

Children's mathematical skills were considered in relation to executive functions. Using multiple measures--including the Wisconsin Card Sorting Task (WCST), dual-task performance, Stroop task, and counting span-it was found that mathematical ability was significantly correlated with all measures of executive functioning, with the exception of dual-task performance. Furthermore, regression analyses revealed that each executive function measure predicted unique variance in mathematics ability. These results are discussed in terms of a central executive with diverse functions (Shallice & Burgess, 1996) and with recent evidence from Miyake, et al. (2000) showing the unity and diversity among executive functions. It is proposed that the particular difficulties for children of lower mathematical ability are lack of inhibition and poor working memory, which result in problems with switching and evaluation of new strategies for dealing with a particular task. The practical and theoretical implications of these results are discussed, along with suggestions for task changes and longitudinal studies that would clarify theoretical and developmental issues related to executive functioning.

Integrity signals

Registry

Crossref · 10.1207/s15326942dn1903_3

Cites

63 of 63 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Studies of interference in serial verbal reactions
Stroop, J. R. (1935) · Journal of Experimental Psychology · doi:10.1037/h0054651 · Cited by 18,622
The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000) · Cognitive Psychology · doi:10.1006/cogp.1999.0734 · Cited by 15,798
Working Memory
Baddeley, A. D., & Hitch, G. (1974) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(08)60452-1 · Cited by 9,860
Individual differences in working memory and reading
Daneman, M., & Carpenter, P. A. (1980) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(80)90312-6 · Cited by 6,336
The Psychology of Learning and Motivation: Advances in Research and Theory
(2010) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/c2009-0-62209-1 · Cited by 6,035
Half a century of research on the Stroop effect: An integrative review.
MacLeod, C. M. (1991) · Psychological Bulletin · doi:10.1037/0033-2909.109.2.163 · Cited by 5,500
Attention to Action: Willed and Automatic Control of Behavior
Norman, D. A., & Shallice, T. (1986) · Consciousness and Self-Regulation · doi:10.1007/978-1-4757-0629-1_1 · Cited by 4,455
Specific impairments of planning
Shallice, T. (1982) · Philosophical Transactions of the Royal Society of London. B, Biological Sciences · doi:10.1098/rstb.1982.0082 · Cited by 3,741
Working memory, comprehension, and aging: A review and a new view
Hasher, L., & Zacks, R. T. (1988) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(08)60041-9 · Cited by 3,456
Wisconsin Card Sorting Test Manual – Revised and Expanded
Heaton, R. K., Chelune, C., Talley, J., Kay, G., & Curtiss, G. (1981) · Medical Entomology and Zoology · Cited by 2,975

Show all 67 references

Research works printed but not linked: 5

Elliott, C. D., Murray, D. J. & Pearson, L. S. (1979). British Ability Scales. Windsor, England: NFER-Nelson.
10.1037//0022-0663.92.2.377 · DOI
10.1037//0033-2909.109.2.163 · DOI · Paper page
10.1037//0096-1523.25.1.39 · DOI
Phillips, L. (1997). Do "frontal tests"measure executive function? Issues of assessment and evidence from fluency tests. In P. M. A. Rabbitt (Ed.), Methodology of Frontal and Executive Functions (pp. 191-214). Hove, England: Psychology Press.

Sorted by citations

Items 301–400 of 1,000

Adherence to the Mediterranean diet and academic performance in youth: the UP&DOWN study
Esteban‐Cornejo, I., Izquierdo‐Gómez, R., Gómez‐Martínez, S., Moledo, C. P., Castro‐Piñero, J., Marcos, A., & Veiga, Ó. L. (2015) · European Journal of Nutrition · doi:10.1007/s00394-015-0927-9 · Cited by 77
“, inhibition and working memory) plays in these areas [20].”
Background
Learning-related behaviors and literacy achievement in elementary school-aged children
Stipek, D. J., Newton, S. P., & Chudgar, A. (2010) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2009.12.001 · Cited by 76
Working Memory Training is Associated with Long Term Attainments in Math and Reading
Söderqvist, S., & Nutley, S. B. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01711 · Cited by 92
“Such a relation is also evident in typically developing children, as WM has been found to predict future performance in both reading and mathematics (Bull and Scerif, 2001; Gathercole et al., 2003; Alloway and Alloway, 2010).”
Background
Associations between executive attention and objectively measured physical activity in adolescence: Findings from ALSPAC, a UK cohort
Booth, J. N., Tomporowski, P. D., Boyle, J. M. E., Ness, A., Joinson, C. J., Leary, S. D., & Reilly, J. J. (2013) · Mental health and physical activity · doi:10.1016/j.mhpa.2013.09.002 · Cited by 92
Quantitative Analysis of Heterogeneity in Academic Achievement of Children With Autism
Chen, L., Abrams, D. A., Rosenberg‐Lee, M., Iuculano, T., Wakeman, H. N., Prathap, S., Chen, T., & Menon, V. (2018) · Clinical Psychological Science · doi:10.1177/2167702618809353 · Cited by 83
“…has shown that academic achievement in typically developing (TD) children is strongly associated with working memory (Alloway & Passolunghi, 2011; Bull & Scerif, 2001; Meyer, Salimpoor, Wu, Geary, & Menon, 2010), with visuospatial and verbal working memory predicting math and reading…”
Influential
Implications of Sensory Processing and Attentional Differences Associated With Autism in Academic Settings: An Integrative Review
Mallory, C. L., & Keehn, B. (2021) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2021.695825 · Cited by 109
The contribution of executive function and social understanding to preschoolers’ letter and math skills
Miller, M. R., Müller, U., Giesbrecht, G. F., Carpendale, J. I. M., & Kerns, K. A. (2013) · Cognitive Development · doi:10.1016/j.cogdev.2012.10.005 · Cited by 80
Preschoolers' Executive Function: Importance, Contributors, Research Needs and Assessment Options
Ackerman, D. J., & Friedman‐Krauss, A. H. (2017) · ETS Research Report Series · doi:10.1002/ets2.12148 · Cited by 103
“Another study of children in a U.K. early primary school found that lower mathematical ability is correlated with the inability to inhibit a learned strategy and instead switch to the more appropriate strategy (Bull & Scerif, 2001).”
Background
Early Childhood as a Foundation for Civic Engagement
Astuto, J., & Ruck, M. D. (2010) · Wiley eBooks · doi:10.1002/9780470767603.ch10 · Cited by 73
Predicting Age-Related Dual-Task Effects With Individual Differences on Neuropsychological Tests.
Holtzer, R., Stern, Y., & Rakitin, B. C. (2005) · Neuropsychology · doi:10.1037/0894-4105.19.1.18 · Cited by 81
“Bull and Scerif (2001) reported that with the exception of a small correlation with one performance index of the Stroop task, dual-task performance did not correlate with a number of neuropsychological tests or with mathematics ability in school children.”
Background
Individual Differences in Early Executive Functions: A Longitudinal Study from 12 to 36 Months
Johansson, M., Marciszko, C., Brocki, K. C., & Bohlin, G. (2015) · Infant and Child Development · doi:10.1002/icd.1952 · Cited by 90
Failed regulations and school composition: selective admission practices in Chilean primary schools
Carrasco, A., Gutiérrez, G., & Flores, C. (2017) · Journal of Education Policy · doi:10.1080/02680939.2017.1312549 · Cited by 73
“There is now extensive evidence indicating that executive functions play an important role in learning during childhood (e.g. Bull and Scerif 2001; McLean and Hitch 1999).”
Background
Relationships between working memory, expressive vocabulary and arithmetical reasoning in children with and without intellectual disabilities
Henry, L. A., & MacLean, M. (2003) · Educational and Child Psychology · doi:10.53841/bpsecp.2003.20.3.51 · Cited by 72
“…working memory, according to Baddeley’s model, relate, in varying degrees, to reading development and mathematical ability in children (Bull & Scerif, 2001; Hitch & McAuley, 1991; Hitch et al., 2001; Leather & Henry, 1994; Lehto, 1995; Passolunghi & Siegel, 2001; Siegel & Ryan, 1989;…”
Background
Hot and Cool Executive Functions in Children with Attention-Deficit/Hyperactivity Disorder and Comorbid Oppositional Defiant Disorder
Antonini, T. N., Becker, S. P., Tamm, L., & Epstein, J. N. (2015) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617715000752 · Cited by 88
Delayed–Execute Prospective Memory Performance: The Effects of Age and Working Memory
Kliegel, M., & Jäger, T. (2006) · Developmental Neuropsychology · doi:10.1207/s15326942dn3003_4 · Cited by 70
“The dependent variable (i.e., the interference score) is the time difference between the baseline (Trial 2; color bars) and the interference condition (Trial 3; e.g., Bull & Scerif, 2001).”
Background
Cognitive, Parent and Teacher Rating Measures of Executive Functioning: Shared and Unique Influences on School Achievement
Dekker, M. C., Ziermans, T. B., Spruijt, A. M., & Swaab, H. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00048 · Cited by 90
“Some studies did indeed show that EF shared a lot of variance with IQ in predicting school achievement (e.g., Bull and Scerif, 2001; Espy, 2004).”
Background
Working Memory After Mild, Moderate, or Severe Childhood Closed Head Injury
Roncadin, C., Guger, S. L., Archibald, J., Barnes, M., & Dennis, M. (2004) · Developmental Neuropsychology · doi:10.1080/87565641.2004.9651920 · Cited by 76
“Poor WM often coexists with low achievement or specific learning disabilities (Bull & Scerif, 2001; Gathercole & Pickering, 2000; Montgomery, 1995; Passolunghi & Siegel, 2001; Swanson, 1993).”
Background
Combining physical and cognitive training to improve kindergarten children’s executive functions: A cluster randomized controlled trial
Schmidt, M., Mavilidi, M. F., Singh, A., & Englert, C. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101908 · Cited by 70
Understanding the complexities of mathematical cognition: A multi-level framework
Gilmore, C. K. (2023) · Quarterly Journal of Experimental Psychology · doi:10.1177/17470218231175325 · Cited by 99
“The evidence here is mixed, with some studies finding a stronger relationship for mathematical content (e.g., Bull & Scerif, 2001) although meta-analyses find no moderating effect of domain-specificity for working memory (Peng et al., 2016).”
Result
Number-specific and general cognitive markers of preschoolers' math ability profiles.
Gray, S. A., & Reeve, R. (2016) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2016.02.004 · Cited by 72
ABSTRACT
Buss, A. T., & Spencer, J. P. (2014) · Monographs of the Society for Research in Child Development · doi:10.1002/mono.12096 · Cited by 81
A comparison of working memory profiles in children with ADHD and DCD
Alloway, T. P. (2011) · Child Neuropsychology · doi:10.1080/09297049.2011.553590 · Cited by 78
“Working memory is also linked to math outcomes: Low working memory scores are closely related to poor performance on arithmetic word problems (Swanson & Sachse-Lee, 2001) and poor computational skills (Bull & Scerif, 2001; Geary, Hoard, & Hamson, 1999).”
Background
How Is Working Memory Training Likely to Influence Academic Performance? Current Evidence and Methodological Considerations
Nutley, S. B., & Söderqvist, S. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00069 · Cited by 80
“Rather, a good fundamental WMC will allow for the learning and development of new skills and strategies (Bull et al., 2001) but once these are established WM will play a different role in performance (Imbo and Vandierendonck, 2007).”
Background
Links Between Preschoolers' Behavioral Regulation and School Readiness Skills: The Role of Child Gender
Son, S.-H. C., Lee, K., & Sung, M. (2013) · Early Education and Development · doi:10.1080/10409289.2012.675548 · Cited by 73
“Working memory has been found to be linked with language, literacy, and mathematical skills (Adams, Bourke, & Willis, 1999; Bull & Scerif, 2001; Gathercole, Alloway, Willis, & Adams, 2005; Kail, 2003).”
Background
From ERPs to academics
Hillman, C. H., Pontifex, M. B., Motl, R. W., O’Leary, K. C., Johnson, C. R., Scudder, M. R., Raine, L. B., & Castelli, D. M. (2011) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2011.07.004 · Cited by 78
Knowing Right From Wrong In Mental Arithmetic Judgments: Calibration Of Confidence Predicts The Development Of Accuracy
Rinne, L. F., & Mazzocco, M. M. M. (2014) · PLoS ONE · doi:10.1371/journal.pone.0098663 · Cited by 69
“Recent work has investigated effects of executive functioning [28], approximate number system (ANS) acuity [29], early number concepts [30], and number system knowledge [31–33], and knowledge of fractions [34].”
Background
The role of goal representation in preschoolers’ flexibility and inhibition
Blaye, A., & Chevalier, N. (2010) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2010.09.006 · Cited by 81
“…acquisitions occurring in domains such as theory of mind (Carlson & Moses, 2001; Müller, Zelazo, & Imrisek, 2005), reading, and mathematics (e.g., Bull & Scerif, 2001; Cartwright, 2002; Van der Sluis, de Jong, & van der Leij, 2007), and it is related to attention in the classroom (Friedman et…”
Background
Influence of Self-Regulation on the Development of Children’s Number Sense
İvrendi̇, A. (2011) · Early Childhood Education Journal · doi:10.1007/s10643-011-0462-0 · Cited by 69
Specific Preschool Executive Functions Predict Unique Aspects of Mathematics Development: A 3-Year Longitudinal Study
Simanowski, S., & Krajewski, K. (2017) · Child Development · doi:10.1111/cdev.12909 · Cited by 86
“…procedures (e.g., van der Sluis et al., 2007), inhibiting prepotent but task-irrelevant information, for example, when only paying attention to parts of information at one time (McLean & Hitch, 1999) and inhibiting automatized strategies in favor of more adequate new ones (Bull & Scerif, 2001).”
Background
Family socioeconomic status moderates associations between television viewing and school readiness skills.
Ribner, A., Fitzpatrick, C., & Blair, C. (2017) · Journal of Developmental & Behavioral Pediatrics · doi:10.1097/dbp.0000000000000425 · Cited by 68
Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature
Agostini, F., Zoccolotti, P., & Casagrande, M. (2022) · Brain Sciences · doi:10.3390/brainsci12020239 · Cited by 85
Gender Differences and Cognitive Correlates of Mathematical Skills in School-Aged Children
Rosselli, M., Ardila, A., Matute, E., & Inozemtseva, O. (2008) · Child Neuropsychology · doi:10.1080/09297040802195205 · Cited by 68
“These other cognitive abilities include working memory (e.g., Ardila & Rosselli, 2002; Ashcraft, Donley, Halas, & Vakali, 1992; Bull & Scerif, 2001; Hope & Sherrill, 1987; Hulme & Mackenzie, 1992), spatial cognition (e.g., Dehaene, Piazza, Pinel, & Cohen, 2003; Rourke, 1993), and linguistic…”
Cognitive inhibition in students with and without dyslexia and dyscalculia
Wang, L., Tasi, H.-J., & Yang, H. (2012) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2012.03.019 · Cited by 79
Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement
Atit, K., Power, J., Veurink, N. L., Uttal, D. H., Sorby, S., Panther, G., Msall, C., Fiorella, L., & Carr, M. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00234-3 · Cited by 90
Relating Kindergarten Attention to Subsequent Developmental Pathways of Classroom Engagement in Elementary School
Pagani, L. S., Fitzpatrick, C., & Parent, S. (2012) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-011-9605-4 · Cited by 67
“correlates might also hinder later learning through their negative effect on emerging literacy and numeracy skills (Bull and Scerif 2001; Greenfield Spira and Fischel 2005).”
Background
A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems
Filippetti, V. A., & Richaud, M. C. (2016) · Child Neuropsychology · doi:10.1080/09297049.2016.1199665 · Cited by 68
“…Holmes & Adams, 2006), shifting (Andersson, 2008; Bull & Scerif, 2001; Rosselli, Ardila, Matute, & Inozemtseva, 2009; van der Sluis, de Jong, & van der Leij, 2004; Yeniad, Malda, Mesman, van Ijzendoorn, & Pieper, 2013), and inhibition (Bull & Scerif, 2001; St Clair-Thompson & Gathercole, 2006).”
BackgroundMethodInfluential
Executive functions and approaches to learning in predicting school readiness
Vitiello, V. E., & Greenfield, D. B. (2017) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2017.08.004 · Cited by 77
The effect of inhibitory control on general mathematics achievement and fraction comparison in middle school children
Gomez, D. M., Jiménez, A., Bobadilla, R., Reyes, C., & Dartnell, P. (2015) · ZDM · doi:10.1007/s11858-015-0685-4 · Cited by 71
“For instance, Bull and Scerif (2001) observed a statistically significant relation between general mathematics scores and inhibition measured by a numerical Stroop test in a sample of 3rd grade children, even when controlling for effects of IQ and reading ability.”
BackgroundMethodResultInfluential
Poor working memory
Holmes, J., Gathercole, S. E., & Dunning, D. L. (2010) · Advances in Child Development and Behavior · doi:10.1016/b978-0-12-374748-8.00001-9 · Cited by 66
A Developmental Perspective on the Measurement of Cognitive Deficits in Attention-Deficit/Hyperactivity Disorder
Kipp, K. (2005) · Biological Psychiatry · doi:10.1016/j.biopsych.2005.03.012 · Cited by 66
An Epidemiological Study of Number Processing and Mental Calculation in Greek Schoolchildren
Koumoula, A., Tsironi, V., Stamouli, V., Bardani, I., Siapati, S., Graham, A., Kafantaris, I., Charalambidou, I., Dellatolas, G., & von Aster, M. (2004) · Journal of Learning Disabilities · doi:10.1177/00222194040370050201 · Cited by 66
“Deficits in language processing, executive functioning, and working memory are most likely to play an important role (Bull & Scerif, 2001; Cohen et al., 2000; Roodenrys, Koloski, & Grainger, 2001).”
Background
Brief Report: Executive Function as a Predictor of Academic Achievement in School-Aged Children with ASD
John, T. S., Dawson, G., & Estes, A. M. (2017) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-017-3296-9 · Cited by 67
“In typically developing children and children with non-ASD neurobiological disorders, executive function (EF) plays an important role in the development of academic achievement (Bull and Scerif 2001; Clark et al.”
Influential
Executive function in Chilean preschool children: Do short-term memory, working memory, and response inhibition contribute differentially to early academic skills?
Montoya, M. F., Susperreguy, M. I., Dinarte, L., Morrison, F. J., Martı́n, E. S., Rojas‐Barahona, C. A., & Förster, C. E. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.02.009 · Cited by 79
The relation between cognitive and emotional factors and arithmetic problem-solving
Passolunghi, M. C., Cargnelutti, E., & Pellizzoni, S. (2018) · Educational Studies in Mathematics · doi:10.1007/s10649-018-9863-y · Cited by 65
Effects of a Punitive Environment on Children's Executive Functioning: A Natural Experiment
Talwar, V., Carlson, S. M., & Lee, K. (2011) · Social Development · doi:10.1111/j.1467-9507.2011.00617.x · Cited by 74
“…of social rules and moral standards (Eisenberg, 2000; Kochanska, 2002; Kochanska, Coy, & Murray, 2001) and EF is linked to broader cognitive functioning and school achievement (e.g., Bull & Scerif, 2001), it is important to examine the impact of social factors on its development in children.”
Background
Modified Schema-Based Instruction to Develop Flexible Mathematics Problem-Solving Strategies for Students With Autism Spectrum Disorder
Cox, S. K., & Root, J. R. (2018) · Remedial and Special Education · doi:10.1177/0741932518792660 · Cited by 65
“Students with ASD may particularly benefit from SBI, as it is designed to teach metacognitive skills and models flexible thinking, both areas of need for many students with ASD (Bull & Scerif, 2001), but many may need the additional supports provided by MSBI.”
Background
Inhibiting interference from prior knowledge: Arithmetic intrusions in algebra word problem solving
Khng, K. H., & Lee, K. L. (2009) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.01.004 · Cited by 69
Linear/Nonlinear Relations of Activity and Fitness with Children’s Academic Achievement
Hansen, D. M., Herrmann, S. D., Lambourne, K., Lee, J., & Donnelly, J. E. (2014) · Medicine & Science in Sports & Exercise · doi:10.1249/mss.0000000000000362 · Cited by 72
“Wisconsin Card Sorting Task) and difficulties maintaining information in working memory (5).”
The deficit profile of working memory, inhibition, and updating in Chinese children with reading difficulties
Peng, P., Tao, S., & Li, B. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2013.01.012 · Cited by 68
Executive Function in Education
Karner‐Huțuleac, A. (2011) · Cited by 64
More than number sense: The additional role of executive functions and metacognition in arithmetic
Bellon, E., Fias, W., & Smedt, B. D. (2019) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2019.01.012 · Cited by 77
Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls
Moll, K., Snowling, M. J., Göbel, S. M., & Hulme, C. (2015) · Learning and Instruction · doi:10.1016/j.learninstruc.2015.03.004 · Cited by 64
“…& Dub e, 2013) as well as in counting tasks when counting on from the larger addend instead of counting on from the first addend (e.g. Cragg&Gilmore, 2014) and inmultiplication tasks when suppressing answers to related but incorrect number facts (see also Bull & Scerif, 2001; Espy et al., 2004).”
Functional Plasticity in Childhood Brain Disorders: When, What, How, and Whom to Assess
Dennis, M., Spiegler, B. J., Simić, N., Sinopoli, K. J., Wilkinson, A. A., Yeates, K. O., Taylor, H. G., Bigler, E. D., & Fletcher, J. M. (2014) · Neuropsychology Review · doi:10.1007/s11065-014-9261-x · Cited by 72
“1999), literacy (Gathercole and Baddeley 1997), and arithmetic (Bull and Scerif 2001).”
Active commuting to school, cognitive performance, and academic achievement: an observational study in Dutch adolescents using accelerometers
Van Dijk, M. L., De Groot, R. H., Van Acker, F., Savelberg, H. H., & Kirschner, P. A. (2014) · BMC Public Health · doi:10.1186/1471-2458-14-799 · Cited by 64
“We expected to observe the greatest effects of active commuting to school on mathematics performance, as this is significantly correlated with all measures of executive functioning [28].”
Background
An Evaluation of a Classroom-Based Intervention to Help Overcome Working Memory Difficulties and Improve Long-Term Academic Achievement
Elliott, J. G., Gathercole, S. E., Alloway, T. P., Holmes, J., & Kirkwood, H. (2010) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.9.3.227 · Cited by 61
The relationship between cognitive flexibility and mathematical performance in children: A meta-analysis
de Santana, A. N., Roazzi, A., & Nobre, A. P. M. C. (2022) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2022.100179 · Cited by 79
Basic number processing deficits in ADHD: a broad examination of elementary and complex number processing skills in 9‐ to 12‐year‐old children with ADHD‐C
Kaufmann, L., & Nuerk, H. (2008) · Developmental Science · doi:10.1111/j.1467-7687.2008.00718.x · Cited by 70
Prenatal serotonin reuptake inhibitor (SRI) antidepressant exposure and serotonin transporter promoter genotype (SLC6A4) influence executive functions at 6 years of age
Weikum, W., Brain, U. M., Chau, C. M. Y., GRUNAU, R. E., Boyce, W. T., Diamond, A. D., & Oberlander, T. F. (2013) · Frontiers in Cellular Neuroscience · doi:10.3389/fncel.2013.00180 · Cited by 63
“For example, childhood EFs predict school readiness and success in math and reading throughout all school years from kindergarten through university Frontiers in Cellular Neuroscience www.frontiersin.org October 2013 | Volume 7 | Article 180 | 1 CELLULAR NEUROSCIENCE better than does IQ, even when controlling for SES…”
Background
Relationships between Cognitive Flexibility, Perceived Quality of Faculty Life, Learning Approaches, and Academic Achievement
Toraman, Ç., ÖZDEMİR, H. F., Koşan, A. M. A., & Orakçı, Ş. (2019) · International Journal of Instruction · doi:10.29333/iji.2020.1316a · Cited by 76
Children's additive concepts: Promoting understanding and the role of inhibition
Robinson, K. M., & Dubé, A. K. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.07.016 · Cited by 79
Working memory and cognitive styles in adolescents' attainment
Alloway, T. P., Banner, G., & Smith, P. (2010) · British Journal of Educational Psychology · doi:10.1348/000709910x494566 · Cited by 61
“…memory tasks are characteristic of students failing to progress normally in the areas of reading (De Jong, 1998; Swanson, 1994), mathematics (Bull & Scerif, 2001; Mayringer & Wimmer, 2000; Passolunghi & Siegel, 2001; Siegel & Ryan, 1989), and language comprehension (Nation, Adams,…”
Background
Memory profiles in children with mild intellectual disabilities: Strengths and weaknesses
van der Molen, M. J., Luit, J. E. H. V., Jongmans, M. J., & van der Molen, M. W. (2009) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2009.04.005 · Cited by 75
The link between logic, mathematics and imagination: evidence from children with developmental dyscalculia and mathematically gifted children
Morsanyi, K., Devine, A., Nobes, A., & Szűcs, D. (2013) · Developmental Science · doi:10.1111/desc.12048 · Cited by 62
Associations between preterm birth, small-for-gestational age, and neonatal morbidity and cognitive function among school-age children in Nepal
Christian, P. S., Murray‐Kolb, L. E., Tielsch, J. M., Katz, J., LeClerq, S. C., & Khatry, S. K. (2014) · BMC Pediatrics · doi:10.1186/1471-2431-14-58 · Cited by 61
“A (numbers) Stroop test [14], and backward digit span (Wechsler and Psychological Corporation.”
Method
One Hundred Years of Elementary School Mathematics in the United States: A Content Analysis and Cognitive Assessment of Textbooks From 1900 to 2000
Baker, D. P., Knipe, H., Collins, J., León, J., Cummings, E., Blair, C., & Gamson, D. A. (2010) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.41.4.0383 · Cited by 60
“In contrast to the once-dominant Piagetian paradigm, levels of cognitive ability previously thought to be unattainable until middle childhood have been shown (Blair & Razza, 2007; Bull & Scerif, 2001; Espy et al., 2004) to be present in infancy and early childhood.”
Task-Oriented Kindergarten Behavior Pays Off in Later Childhood
Fitzpatrick, C., & Pagani, L. S. (2013) · Journal of Developmental & Behavioral Pediatrics · doi:10.1097/dbp.0b013e31827a3779 · Cited by 64
Challenging the neurobiological link between number sense and symbolic numerical abilities
Wilkey, E. D., & Ansari, D. (2019) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.14225 · Cited by 67
Acute aerobic exercise impacts selective attention: an exceptional boost in lower-income children
Tine, M. T., & Butler, A. G. (2012) · Educational Psychology · doi:10.1080/01443410.2012.723612 · Cited by 64
Sleep, executive functioning and behaviour in children and adolescents with type 1 diabetes
Caruso, N. C., Radovanovic, B., Kennedy, J. D., Couper, J., Kohler, M. J., Kavanagh, P. S., Martin, A., & Lushington, K. (2014) · Sleep Medicine · doi:10.1016/j.sleep.2014.08.011 · Cited by 61
“Perfect’s findings suggest that sleep problems impact on academic progress in childrenwith T1D, while the present findings suggest that this may be explained by the impact of disturbed sleep on executive functioning, which itself is well known to impact academic progress [65–67].”
Background
Neuroscientific Insights: Attention, Working Memory, and Inhibitory Control
Raver, C. C., & Blair, C. (2016) · The Future of Children · doi:10.1353/foc.2016.0014 · Cited by 76
Number sense in kindergarten children: Factor structure and working memory predictors
den Bos, I. F., Kroesbergen, E. H., & Luit, J. E. H. V. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.05.003 · Cited by 62
Working memory abilities in children with special educational needs
Alloway, T. P., Gathercole, S. E., Adams, A.-M., & Willis, C. (2005) · Educational and Child Psychology · doi:10.53841/bpsecp.2005.22.4.56 · Cited by 58
The relationship between early life stress and working memory in adulthood: A systematic review and meta-analysis
Goodman, J. B., Freeman, E. E., & Chalmers, K. A. (2018) · Memory · doi:10.1080/09658211.2018.1561897 · Cited by 67
“As working memory is involved in many everyday tasks such as reading, comprehension (Chiappe et al., 2000) and problem solving (Bull & Scerif, 2001), a deficit in this area may reduce a client’s ability to engage with these kinds of therapy, particularly CBT skills such as thought challenging and…”
Background
Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children
Yang, X., Chung, K. K. H., & McBride, C. A. (2019) · Educational Psychology · doi:10.1080/01443410.2018.1546831 · Cited by 60
“Bull and Scerif (2001) proposed that children who were poor in inhibition and working memory might also show difficulty in dealing with dual tasks such as shifting.”
Background
Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD
Gomez, R., Vance, A., & Watson, S. D. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00737 · Cited by 55
“However, as low reading ability (Gathercole et al., 2006; Alloway et al., 2009; Alloway and Alloway, 2010) and arithmetic ability (Bull and Scerif, 2001; Swanson and Sachse-Lee, 2001) have been linked to poor WM, and as WM defects have been strongly associated with ADHD (Martinussen et al., 2005;…”
Background
Cognitive dimensions of learning in children with problems in attention, learning, and memory.
Holmes, J., Guy, J., Kievit, R., Bryant, A., Mareva, S., CALM Team, & Gathercole, S. E. (2020) · Journal of Educational Psychology · doi:10.1037/edu0000644 · Cited by 67
On the working memory of humans and great apes: Strikingly similar or remarkably different?
Read, D., Manrique, H. M., & WALKER, M. J. (2021) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2021.12.019 · Cited by 58
Are trajectories of self-regulation abilities from ages 2-3 to 6-7 associated with academic achievement in the early school years?
Sawyer, A., Chittleborough, C., Mittinty, M., Miller-Lewis, L., Sawyer, M., Sullivan, T., & Lynch, J. (2015) · Child: Care, Health and Development · doi:10.1111/cch.12208 · Cited by 67
Early Childhood Predictors of Post-Kindergarten Executive Function: Behavior, Parent Report, and Psychophysiology
Cuevas, K., Hubble, M., & Bell, M. A. (2012) · Early Education and Development · doi:10.1080/10409289.2011.611441 · Cited by 57
“…children’s executive function skills are related to concurrent and future reading and mathematics performance (Blair & Razza, 2007; Bull, Espy, & Wiebe, 2008; Bull & Scerif, 2001; Clark, Pritchard, & Woodward, 2010; Espy et al., 2004; Mazzocco & Kover, 2007; St. Clair-Thompson & Gathercole, 2006).”
Training Theory of Mind and Executive Control: A Tool for Improving School Achievement?
Kloo, D., & Perner, J. (2008) · Mind Brain and Education · doi:10.1111/j.1751-228x.2008.00042.x · Cited by 56
Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes
Lonigan, C. J., Lerner, M. D., Goodrich, J. M., Farrington, A. L., & Allan, D. M. (2015) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2015.11.003 · Cited by 63
Relations between executive function, behavioral regulation, and achievement: Moderation by family income
Duncan, R. J., McClelland, M. M., & Acock, A. C. (2017) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2017.01.004 · Cited by 68
Updating and working memory training: Immediate improvement, long-term maintenance, and generalisability to non-trained tasks
Ang, S. Y., Lee, K., Cheam, F., Poon, K., & Koh, J. (2015) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2015.03.001 · Cited by 53
“…long-term maintenance, and generalizability to non-trained tasks Working memory (WM) and updating predict children’s performances in reading (e.g., Gathercole & Pickering, 2000) and mathematics (e.g., Bull & Scerif, 2001; Lee, Pe, Ang, & Stankov, 2009; St Clair-Thompson & Gathercole, 2006).”
Background
Do children with attention-deficit/hyperactivity disorder (ADHD) have set shifting deficits?
Irwin, L. N., Kofler, M. J., Soto, E. F., & Groves, N. B. (2019) · Neuropsychology · doi:10.1037/neu0000546 · Cited by 54
“For example, set shifting abilities predict successful academic performance in math, reading, and language acquisition (Bull & Scerif, 2001; Espy et al., 2004; Roberts, Martel, & Nigg, 2017; St. Clair-Thompson & Gathercole, 2006; Yeniad, Malda, Mesman, van IJzendoorn, & Pieper, 2013).”
Reading minds and reading texts: Evidence for independent and specific associations
Lecce, S., Bianco, F., & Hughes, C. (2021) · Cognitive Development · doi:10.1016/j.cogdev.2021.101010 · Cited by 58
Inhibitory control in mathematical thinking, learning and problem solving: a survey
Dooren, W. V., & Inglis, M. (2015) · ZDM · doi:10.1007/s11858-015-0715-2 · Cited by 56
Neural Correlates of Math Gains Vary Depending on Parental Socioeconomic Status (SES)
Demir‐Lira, Ö. E., Prado, J., & Booth, J. R. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00892 · Cited by 55
“Left IFG is also implicated in executive control, which is strongly associated with both SES and arithmetic skill (Bull and Scerif, 2001; Badre and Wagner, 2007; Hackman and Farah, 2009).”
Background
The role of maternal responsiveness and linguistic input in pre-academic skill development: A longitudinal analysis of pathways
Wade, M., Jenkins, J. M., Venkadasalam, V. P., Binnoon-Erez, N., & Ganea, P. A. (2018) · Cognitive Development · doi:10.1016/j.cogdev.2018.01.005 · Cited by 63
“…this proposal, IC has repeatedly been found to predict early academic skills using an array of assessment methods (Allan & Lonigan, 2011; Bull & Scerif, 2001; Espy et al., 2004; Swanson, Jerman, & Zheng, 2008; Valiente, Lemery-Chalfant, & Swanson, 2010; Welsh, Nix, Blair, Bierman, & Nelson,…”
Method
Relationships between facets of working memory and performance on a curriculum-based mathematics test in children
Maybery, M., & Do, N. (2003) · Educational & Child Psychology · doi:10.53841/bpsecp.2003.20.3.77 · Cited by 61
Cognitive profile of adolescents with math disabilities: Are the profiles different from those with reading disabilities?
Swanson, H. L. (2011) · Child Neuropsychology · doi:10.1080/09297049.2011.589377 · Cited by 53
“Their overall results were consistent with previous studies that have attributed MD to WM deficits (e.g., Bull & Scerif, 2001; Geary, 2003; Swanson, 1993; Mammarella et al., 2010).”
Result
The Association Between Objectively Measured Physical Activity and Academic Achievement in Dutch Adolescents: Findings From the GOALS Study
van Dijk, M. L., de Groot, R. H. M., Savelberg, H. H. C. M., Acker, F. V., & Kirschner, P. A. (2014) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.2014-0014 · Cited by 65
Acute high‐intensity football games can improve children"s inhibitory control and neurophysiological measures of attention
Lind, R. R., Beck, M. M., Wikman, J., Malarski, K., Krustrup, P., Lundbye‐Jensen, J., & Geertsen, S. S. (2019) · Scandinavian Journal of Medicine & Science in Sports · doi:10.1111/sms.13485 · Cited by 52
An envisioned bridge: Schooling as a neurocognitive developmental institution
Baker, D. P., Salinas, D., & Eslinger, P. J. (2011) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2011.12.001 · Cited by 57
Executive functions of children born very preterm—deficit or delay?
Ritter, B. C., Nelle, M., Perrig, W. J., Steinlin, M. I., & Everts, R. (2012) · European Journal of Pediatrics · doi:10.1007/s00431-012-1906-2 · Cited by 53
“EF have shown to be crucial for academic achievement such as reading and writing competence [1] and mathematics [9].”
Background
Words, shape, visual search and visual working memory in 3‐year‐old children
Vales, C., & Smith, L. B. (2014) · Developmental Science · doi:10.1111/desc.12179 · Cited by 52
Inhibitory control in preschool predicts early math skills in first grade
Ng, F. F., Tamis‐LeMonda, C. S., Yoshikawa, H., & Sze, I. N. (2014) · International Journal of Behavioral Development · doi:10.1177/0165025414538558 · Cited by 59
“…school years, there is also evidence that each of the three components of EF contributed to children’s math ability after adjusting for intellectual and reading abilities, although working memory appeared to be the unique predictor of math ability among these older children (Bull & Scerif, 2001).”
Background
What component of executive functions contributes to normal and impaired reading comprehension in young adults?
Georgiou, G. K., & Das, J. P. (2015) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2015.12.001 · Cited by 67
Effects of Nutritional Interventions during Pregnancy on Infant and Child Cognitive Outcomes: A Systematic Review and Meta-Analysis
Taylor, R., Fealy, S. M., Bisquera, A., Smith, R., Collins, C. E., Evans, T., & Hure, A. J. (2017) · Nutrients · doi:10.3390/nu9111265 · Cited by 53
Improved cognitive performance in preadolescent Danish children after the school‐based physical activity programme “FIFA 11 for Health” for Europe – A cluster‐randomised controlled trial
Lind, R. R., Geertsen, S. S., Ørntoft, C., Madsen, M. F., Larsen, M. N., Dvořák, J., Ritz, C., & Krustrup, P. (2017) · European Journal of Sport Science · doi:10.1080/17461391.2017.1394369 · Cited by 52
“…of working memory is proposed to be the central executive (executive functions) (Baddeley, 2010), which is responsible for top-down problem solving (Miyake et al., 2000) and is suggested as a predictor of mathematical ability (Bull & Scerif, 2001) and academic achievement (Alloway & Alloway, 2010).”
Background
Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability
Jansen, B. R. J., Lange, E. D., & van der Molen, M. J. (2013) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2013.02.022 · Cited by 59

Authors: Bull, R., & Scerif, G.
Affiliations: University of Aberdeen (GB)
ORCID: Bull, Rebecca
Scerif, Gaia
Venue: Developmental Neuropsychology
Publisher: Informa UK Limited
Published: 2001-06
Volume: 19
Issue: 3
Pages: 273-293
ISSN: 1532-6942 (ISSN-L)
8756-5641
DOI: 10.1207/s15326942dn1903_3
OpenAlex: W2142887785
Semantic Scholar: 813c3c045849f82cac2db2f26cee0ca306349f28
Cited by: 1,501
References: 67
Citations by year: 2026: 32 · 2025: 45 · 2024: 46 · 2023: 84 · 2022: 82 · 2021: 64 · 2020: 78 · 2019: 96 · 2018: 112 · 2017: 101 · 2016: 81 · 2015: 76 · 2014: 103 · 2013: 97 · 2012: 80
FWCI: 13.01
Type: journal article
Language: en
Open access: closed
Locations: Developmental Neuropsychology (publishedVersion)
PubMed (publishedVersion)
Funders: Nuffield Foundation
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Keywords: executive function, mathematical ability, children, inhibition, cognitive flexibility, working memory, central executive, dual-task performance, Stroop task, Wisconsin Card Sorting Test, strategy evaluation
MeSH terms: Child, Cognition, Female, Humans, Inhibition, Psychological, Male, Mathematics, Memory

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Executive Functioning as a Predictor of Children's Mathematics Ability: Inhibition, Switching, and Working Memory

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks