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Executive Functioning as a Predictor of Children's Mathematics Ability: Inhibition, Switching, and Working Memory
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.
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“An early demonstration of this relation was seen in a correlational study in which measures of working memory and the flexible shifting of attention were shown to independently predict early mathematics achievement over and above measures of reading ability and IQ”
From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Bull & Scerif 2001
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“Children Õ s abilities to store and manipulate information in short-term memory are closely associated with scholastic attainments over the school years.”
From A structural analysis of working memory and related cognitive skills in young children (2004) · cites this paper as Bull & Scerif, 2001
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“Yet, another function of attention—executive attention—was linked to children’s ability in maths (Bull and Scerif 2001).”
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BackgroundSimultaneous and sequential subitizing are separate systems, and neither predicts math abilities
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“Arithmetic and mathematical tasks recruit executive functions like attention and working memory (Bull & Lee, 2014; Bull & Scerif, 2001; Van der Ven, Kroesbergen, Boom, & Leseman, 2012).”
BackgroundPivik, R. T., Tennal, K. B., Chapman, S. D., & Gu, Y. (2012) · Physiology & Behavior · doi:10.1016/j.physbeh.2012.03.034 · Cited by 48
“The presence of group differences in the left frontal recordings is consistent both with the involvement of this region in attention, working memory, and executive function processes important for mental arithmetic [8,70] and with reports that increased activation of frontal processes in children performing mental cal…”
Christian, P. S., Morgan, M. E., Murray‐Kolb, L. E., LeClerq, S. C., Khatry, S. K., Schaefer, B. A., Cole, P. M., Katz, J., & Tielsch, J. M. (2011) · Journal of Nutrition · doi:10.3945/jn.111.146480 · Cited by 49
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Clair‐Thompson, H. S. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.02.008 · Cited by 51
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Weerdt, F. D., Desoete, A., & Roeyers, H. (2013) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2013.02.020 · Cited by 52
“The fact that inhibition deficits are reported both in RD and MD (e.g., Bull & Scerif, 2001; Purvis & Tannock, 2000; Zhang & Wu, 2011), may point into the direction of inhibition as a shared cognitive risk factor between RD and MD (Pennington, 2006).”
InfluentialHome sweet home: Does where you live matter to working memory and other cognitive skills?
Alloway, T. P., Alloway, R. G., & Wootan, S. S. (2014) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2013.11.012 · Cited by 57
“Working memory is also linked to math outcomes; low working memory scores were closely related to poor performance on arithmetic word problems (Swanson & Sachse-Lee, 2001; see also Alloway & Passolunghi, 2011) and poor computational skills (Bull & Scerif, 2001; Geary, Hoard, & Hamson, 1999).”
BackgroundRelations between self-regulation and early writing: Domain specific or task dependent?
Puranik, C. S., Boss, E., & Wanless, S. B. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.02.006 · Cited by 58
Becker, D. R., McClelland, M. M., Geldhof, G. J., Gunter, K. B., & MacDonald, M. (2018) · Early Education and Development · doi:10.1080/10409289.2018.1479079 · Cited by 55
“For example, because EF is highly involved in mathematical problem solving (Bull & Scerif, 2001) we would have expected to find a similar relationship for both EF and math.”
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Blair, C., Calkins, S. D., & Gatzke‐Kopp, L. M. (2010) · Wiley eBooks · doi:10.1002/9781444318111.ch4 · Cited by 55
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“Impairments in inhibition, WM, and shifting in school-aged children are associated with lower academic performances in mathematics (Bull & Scerif, 2001) and reading and writing skills (Altemeier, Jones, Abbott, & Berninger, 2006).”
BackgroundCassidy, A. R., White, M. T., DeMaso, D. R., Newburger, J. W., & Bellinger, D. C. (2016) · Neuropsychology · doi:10.1037/neu0000289 · Cited by 54
“…working memory as critical for the development of academic competencies in reading and math (Alloway et al., 2009; Bull & Lee, 2014; Bull & Scerif, 2001; Christopher et al., 2012; Clark et al., 2013; Gathercole, Alloway, Willis, & Adams, 2006; Geary, 2011; Li & Geary, 2013; Monette,…”
Franchis, V. D., Usai, M. C., Viterbori, P., & Traverso, L. (2017) · Learning and Individual Differences · doi:10.1016/j.lindif.2017.01.026 · Cited by 58
Dynamic assessment: a case of unfulfilled potential?
Elliott, J., Resing, W. C. M., & Beckmann, J. F. (2018) · Educational Review · doi:10.1080/00131911.2018.1396806 · Cited by 57
“It is unsurprising, therefore, that a relationship has been found between executive functioning and performance in literacy (Bull and Scerif, 2001; Borella, Carretti, and Pelgrina, 2010), mathematics (Duncan et al.”
BackgroundBlakey, E., Matthews, D. E., Cragg, L., Buck, J., Cameron, D. S., Higgins, B., Pepper, L. B., Ridley, E., Sullivan, E. C., & Carroll, D. J. (2020) · Child Development · doi:10.1111/cdev.13358 · Cited by 59
“A large body of research has found links between mathematical skills and executive functions (Blair & Razza, 2007; Bull & Scerif, 2001; Gathercole & Pickering, 2000).”
BackgroundLieto, M., Pecini, C., Castro, E., Inguaggiato, E., Cecchi, F., Dario, P., Cioni, G., & Sgandurra, G. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.03084 · Cited by 54
“…“tools for learning” because they may represent early developing cross-modal basic processes that affect subsequent development of superior cognitive functions (Wass et al., 2012) and academic skill acquisition (Bull and Scerif, 2001; Blair and Razza, 2007; Van de Weijer-Bergsma et al., 2015).”
BackgroundLenes, R., McClelland, M. M., ten Braak, D., Idsøe, T., & Størksen, I. (2020) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2020.07.005 · Cited by 59
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“In previous research, the relation between visuospatial working memory and mathematics was not found (e.g., Bull & Scerif, 2001; Kyttälä, Aunio, Lehto, Van Luit, & Hautamäki, 2003).”
BackgroundInfluentialCulture moderates the relationship between self-control ability and free will beliefs in childhood
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“…with better self-control abilities tend to have higher math and literacy scores in kindergarten and elementary school (Blair & Razza, 2007; Bull & Scerif, 2001; McClelland, Morrison, & Holmes, 2000), have better social functioning and fewer problem behaviors in elementary middle school…”
BackgroundWorking memory development in children with mild to borderline intellectual disabilities
van der Molen, M. J., Henry, L. A., & Luit, J. E. H. V. (2013) · Journal of Intellectual Disability Research · doi:10.1111/jir.12061 · Cited by 46
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“These findings are in contrast with studies that have emphasized the importance of EF, particularly inhibition, in identifying useful data (Bull, Johnston, & Roy, 1999; Bull & Scerif, 2001; Passolunghi & Siegel, 2001).”
ResultGordon, R., Smith-Spark, J. H., Newton, E. J., & Henry, L. A. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.00582 · Cited by 45
“For example, studies have linked inhibition to mathematics (Bull and Scerif, 2001), task-switching to reading (e.”
Morsanyi, K., van Bers, B. M. C. W., O'Connor, P. A., & McCormack, T. (2018) · Developmental Neuropsychology · doi:10.1080/87565641.2018.1502294 · Cited by 47
“Inhibition skills are important for mathematics (e.g., Blair & Razza, 2007; Bull & Scerif, 2001), and Szucs, Devine et al.,(2013) proposed that impairments in inhibition might be a defining feature of DD.”
BackgroundInfluentialGashaj, V., Oberer, N., Mast, F. W., & Roebers, C. M. (2018) · Early Education and Development · doi:10.1080/10409289.2018.1539556 · Cited by 51
“A large body of research has investigated EF as a predictor of mathematics achievement; it documents a positive effect of switching (Bull & Scerif, 2001; Friso-van Den Bos, van der Ven, Kroesbergen, & van Luit, 2013), inhibition (e.g., Bull, Espy, & Wiebe, 2008; Gilmore et al., 2013), and updating…”
BackgroundCoolen, I. E. J. I., Merkley, R., Ansari, D., Dove, E., Dowker, A., Mills, A., Murphy, V. A., von Spreckelsen, M., & Scerif, G. (2021) · Cognition · doi:10.1016/j.cognition.2021.104816 · Cited by 50
Self-citationCognitive constraints and the early learning goals in writing
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“It may for example involve the suppression of immature or inappropriate strategies, such as addition when multiplication is required, or suppression of irrelevant information, for example information from a word-problem that is irrelevant to the problem itself (Bull & Scerif, 2001).”
BackgroundInfluentialMerkley, R., Thompson, J., & Scerif, G. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01903 · Cited by 43
“From a developmental point of view, relationships between these control processes and mathematics have been demonstrated for school aged-children (Bull and Scerif, 2001; St Clair-Thompson and Gathercole, 2006; Best et al., 2011; Van der Ven et al., 2012; Yeniad et al., 2013) and, in preschoolers,…”
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Mathematical abilities in elementary school: Do they relate to number–space associations?
Georges, C., Hoffmann, D., & Schiltz, C. (2017) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2017.04.011 · Cited by 49
Aadland, K. N., Ommundsen, Y., Anderssen, S. A., Brønnick, K. S., Moe, V. F., Resaland, G. K., Skrede, T., Stavnsbo, M., & Aadland, E. (2019) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2017.1336477 · Cited by 44
“…inhibition, working memory, and cognitive flexibility (Miyake et al., 2000), play an important role in learning processes (Barenberg, Berse, & Dutke, 2011) and it is well documented that they are essential for academic performance (Bull & Scerif, 2001; St Clair-Thompson & Gathercole, 2006).”
BackgroundThe relation between inhibitory control and children's eyewitness memory
Roberts, K. P., & Powell, M. B. (2005) · Applied Cognitive Psychology · doi:10.1002/acp.1141 · Cited by 44
“…development (e.g., Carlson, Moses, & Nix, 1998; Frye, Zelazo, & Palfie, 1995; Moore, Jarrold, Russell, Lumb, Sapp, & MacCallum, 1995), free recall (e.g., Brainerd, Reyna, & Howe, 1990), math skills (Bull & Scerif, 2001), and delay of gratification (e.g., Mischel, Shoda, & Rodriguez, 1989).”
Patrick, M. E., Blair, C., & Maggs, J. L. (2008) · Journal of Clinical and Experimental Neuropsychology · doi:10.1080/13803390701523109 · Cited by 44
“Generally defined by measures of working memory (WM), inhibitory control (IC), and attention-shifting cognitive processes, an independent role for EF in both cognitive and social-emotional development is becoming increasingly well established ( Blair, 2006 ; Bull & Scerif, 2001 ; Carlson, Mandell, & Williams, 2004a ).”
BackgroundPeng, P., Yang, X., & Meng, X. (2017) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2016.12.011 · Cited by 46
Aadland, K. N., Ommundsen, Y., Aadland, E., Brønnick, K., Lervåg, A., Resaland, G. K., & Moe, V. F. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01088 · Cited by 48
“There is a clear link between executive functioning and academic performance (Bull and Scerif, 2001; St Clair-Thompson and Gathercole, 2006; Best et al., 2011; Bull and Lee, 2014; Cantin et al., 2016).”
BackgroundAlghadir, A., Gabr, S., & Iqbal, Z. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17114143 · Cited by 43
“The performance in mathematics was analyzed separately as a measure of executive functioning [55].”
MethodImpaired large numerosity estimation and intact subitizing in developmental dyscalculia
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“It is possible that impairments in visuo-spatial skills and in the ANS play a differential role in numeracy: while the former may potentially have a higher impact on learning and using written and mental arithmetical calculation procedures [74, 75], the latter may be more fundamental for learning and using the semanti…”
BackgroundMaternal Scaffolding and Preterm Toddlers' Visual-Spatial Processing and Emerging Working Memory
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“As such, working memory is an important prerequisite for academic success, and is associated with attainments in reading, mathematics, and language comprehension (Bull & Scerif, 2001; de Jonge & de Jong, 1996).”
BackgroundAtkins, S. M., Sprenger, A. M., Colflesh, G. J. H., Briner, T. L., Buchanan, J. B., Chavis, S. E., Chen, S.-Y., Iannuzzi, G. L., Kashtelyan, V., Dowling, E., et al. (2014) · Experimental Psychology · doi:10.1027/1618-3169/a000262 · Cited by 39
Improvements in interval time tracking and effects on reading achievement
Taub, G. E., McGrew, K. S., & Keith, T. Z. (2007) · Psychology in the Schools · doi:10.1002/pits.20270 · Cited by 43
“... and evaluation of successful task completion, the area of selfregulated learning has received considerable attention with regard to a variety of cognitive activities (e.g., meta-cognition, pre-attentive processes, sluggish attentional shifting, specific strategy selection and implementation, inhibition, multitaski…”
BackgroundInfluentialImplications of Visuospatial Skills and Executive Functions for Learning Mathematics
Kim, H., & Cameron, C. E. (2016) · AERA Open · doi:10.1177/2332858416675124 · Cited by 47
“In contrast, difficulties with inhibitory control have been linked with lower mathematical ability (Bull & Scerif, 2001), and those with ASD generally exhibit relatively typical inhibitory control abilities.”
BackgroundApplying Mindfulness to Benefit Economically Disadvantaged Families: A Randomized Controlled Trial
Lo, H. H. M., Wong, J. Y. H., Wong, S. W. L., Wong, S. Y. S., Choi, C. W., Ho, R., Fong, R. W., & Snel, E. (2018) · Research on Social Work Practice · doi:10.1177/1049731518817142 · Cited by 42
“The Counting Span Test proposed by Bull and Scerif (2001) was conducted as follows.”
MethodCalhoun, S. L., Pearl, A. M., Fernández‐Mendoza, J., Durica, K. C., Mayes, S. D., & Murray, M. J. (2019) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-019-03928-y · Cited by 45
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Development of executive functioning in school-age Tunisian children.
Bellaj, T., Salhi, I., Le Gall, D., & Roy, A. (2016) · Child Neuropsychology · doi:10.1080/09297049.2015.1058349 · Cited by 41
“Researchers that study pediatric populations agree with this conception (Anderson, Anderson, Northam, Jacobs, & Catroppa, 2001; Asato, Sweeney, & Luna, 2006; Bull & Scerif, 2001; Hughes, 1998; Lehto et al., 2003).”
5-10 Yaş Grubu Çocuklara Yönelik Geliştirilmiş Çalışma Belleği Ölçeğinin Geçerlik ve Güvenirliği
Ergül, C., YILMAZ, Ç. Õ., & Demir, E. (2018) · Eğitimde Kuram ve Uygulama · doi:10.17244/eku.427280 · Cited by 41
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“Second,partiallycontrastingearlierfindingsemphasizingtheroleof WM for academic achievement (e.g., Bull & Scerif, 2001; Carretti et al., 2009; Lechuga et al., 2014), results of models considering WM as the onlypredictorinadditiontocovariatesandmodelsadditionallyconsid-ering self-regulation and…”
BackgroundResultHur, E., Buettner, C. K., & Jeon, L. (2014) · Child and Youth Care Forum · doi:10.1007/s10566-014-9283-9 · Cited by 4
Lockl, K., Ebert, S., & Weinert, S. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.11.007 · Cited by 41
“…and both reading competencies (e.g., Daneman, Carpenter, & Just, 1982; Ebert &Weinert, 2013; Gathercole & Baddeley, 1993) andmathematical ability (Bull & Scerif, 2001; Logie, Gilhooly, & Wynn, 1994) though the relation between working memory and theory of mind is less clear (Carlson,Moses, &…”
BackgroundBilingualism positively predicts mathematical competence: Evidence from two large-scale studies
Hartanto, A., Yang, H., & Yang, S. (2017) · Learning and Individual Differences · doi:10.1016/j.lindif.2017.12.007 · Cited by 44
“Specifically, numerous studies suggest that not only updating (i.e., working memory), but also the inhibiting and shifting aspects of EF are essential for mathematical achievement (Bull & Scerif, 2001; Clark et al., 2010).”
BackgroundHarris, H. B., Cortina, K. S., Templin, T. J., Colabianchi, N., & Chen, W. (2018) · BioMed Research International · doi:10.1155/2018/2539748 · Cited by 54
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Processing Abilities Associated with Math Skills in Adult Learning Disability
Osmon, D. C., Smerz, J. M., Braun, M. M., & Plambeck, E. (2006) · Journal of Clinical and Experimental Neuropsychology · doi:10.1080/13803390490918129 · Cited by 41
“Specifically, Bull & Scerif (2001) found a different set of executive/problem-solving abilities correlating with children’s math ability.”
BackgroundMethodInfluentialPolo-Blanco, I., Suárez‐Pinilla, P., Goñi-Cervera, J., Suárez‐Pinilla, M., & Payá, B. (2022) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-022-05802-w · Cited by 40
“Others have shown that some of the cognitive traits intrinsic to the disorder, such as low executive functioning profile, can directly interfere with mathematical performance and with implementing the actions that are needed to solve mathematical problems (Bull & Scerif, 2001; Kim & Cameron, 2016).”
BackgroundCentral executive involvement in children's spatial memory
Ang, S. Y., & Lee, K. L. (2008) · Memory · doi:10.1080/09658210802365347 · Cited by 40
Unraveling the Complex Nature of Mathematics Learning Disability
Watson, S. M. R., & Gable, R. A. (2013) · Learning Disability Quarterly · doi:10.1177/0731948712461489 · Cited by 42
“Some have hypothesized that executive function (e.g., shifting, inhibition) deficits underlie mathematical problems (Andersson, 2008; Blair & Razza, 2007; Bull, Espy, & Wiebe, 2008; Bull & Scerif, 2001).”
BackgroundIndividual differences in children's mathematics achievement
Vanbinst, K., & Smedt, B. D. (2016) · Progress in brain research · doi:10.1016/bs.pbr.2016.04.001 · Cited by 47
“…endeavor, studies on the influence of working memory on mathematical performance have a much more long-standing tradition 1134 Working memory (eg, Bull and Scerif, 2001; DeStefano and LeFevre, 2004; Mazzocco and Kover, 2007; Raghabur et al., 2010, for reviews; Friso-van den Bos et al., 2013;…”
BackgroundAbreu‐Mendoza, R. A., Chamorro, Y., García-Barrera, M. A., & Matute, E. (2018) · PLoS ONE · doi:10.1371/journal.pone.0209267 · Cited by 50
Inhibition and cognitive load in fractions and decimals
Avgerinou, V. A., & Tolmie, A. K. (2019) · British Journal of Educational Psychology · doi:10.1111/bjep.12321 · Cited by 49
“There is evidence that EF correlate with mathematical achievement in school-age children and pre-schoolers (Bull & Scerif, 2001; Espy, McDiarmid, Cwik, Stalets, Hamby, & Senn, 2004), and it has been suggested that IC may be specifically involved in accurate performance with fractions and decimals…”
BackgroundGüner, P., & Gökçe, S. (2021) · The Journal of Educational Research · doi:10.1080/00220671.2021.1975618 · Cited by 53
Working Memory, Executive Functioning, and Children's Mathematics
Bull, R., & Espy, K. A. (2006) · Elsevier eBooks · doi:10.1016/b978-012554465-8/50006-5 · Cited by 40
Self-citationUnderstanding Normal and Impaired Reading Development
de Jong, P. F. (2006) · Elsevier eBooks · doi:10.1016/b978-012554465-8/50004-1 · Cited by 39
Intellectual Profiles in Children with ADHD and Comorbid Learning and Motor Disorders
Parke, E. M., Thaler, N. S., Etcoff, L. M., & Allen, D. N. (2020) · Journal of Attention Disorders · doi:10.1177/1087054715576343 · Cited by 37
“Furthermore, working memory abilities predict performance in reading, writing, and math skills (Bull & Scerif, 2001; Swanson & Sachse-Lee, 2001).”
BackgroundExecutive function depletion in children and its impact on theory of mind.
Powell, L. J., & Carey, S. (2017) · Cognition · doi:10.1016/j.cognition.2017.03.022 · Cited by 59
“…with children’s performance on tests of understanding in both academic and non-academic domains, including theory of mind, math, biology, and physical reasoning (Baker, Gjersoe, SibielskaWoch, Leslie, & Hood, 2011; Bull & Scerif, 2001; Carlson & Moses, 2001; Zaitchik, Iqbal, & Carey, 2013).”
Jenks, K., Lieshout, E. C. D. M. V., & Moor, J. M. H. D. (2011) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.2011.02034.x · Cited by 38
The “Where” and “What” in Developmental Dyscalculia
Henik, A., Rubinsten, O., & Ashkenazi, S. (2011) · The Clinical Neuropsychologist · doi:10.1080/13854046.2011.599820 · Cited by 41
“In addition, there are indications that mathematical abilities are related to general abilities such as executive functions (Bull et al, 1999 ; Bull & Scerif, 2001 ) and verbal or visuo-spatial working memory (Rotzer et al, 2009 ).”
BackgroundBrankaer, C., Ghesquière, P., Wel, A. D., Swillen, A., & Smedt, B. D. (2016) · Developmental Science · doi:10.1111/desc.12458 · Cited by 38
“Indeed, the central executive can be subdivided into different processes, such as shifting, updating and inhibition (Bull & Scerif, 2001; Miyake, Friedman, Emerson, Witzki, Howerter et al., 2000).”
BackgroundChiu, H., Chan, P.-T., Kao, C., Chu, H., Chang, P., Hsiao, S. S., Liu, D., Chang, W., & Chou, K. (2017) · Journal of Advanced Nursing · doi:10.1111/jan.13519 · Cited by 41
Recurrent Pain and Academic Achievement in School-Aged Children: A Systematic Review
Ragnarsson, S., Myléus, A., Hurtig, A., Sjöberg, G., Rosvall, P., & Petersen, S. (2019) · The Journal of School Nursing · doi:10.1177/1059840519828057 · Cited by 38
“Email: susanne.ragnarsson@umu.se mathematics and reading (Best, Miller, & Naglieri, 2011; Bull & Scerif, 2001).”
Speed and accuracy on the Hearts and Flowers task interact to predict child outcomes.
Camerota, M., Willoughby, M. T., & Blair, C. (2019) · Psychological Assessment · doi:10.1037/pas0000725 · Cited by 49
“…Welsh, & Gest, 2009; Smith-Donald, Raver, Hayes, & Richardson, 2007), and academic achievement (Brock, Rimm-Kaufman, Nathanson, & Grimm, 2009; Bull & Scerif, 2001; Willoughby, Kupersmidt, Voegler-Lee, & Bryant, 2011), with evidence that these links are stronger for math than for reading…”
Preschoolers find ways to resist temptation after learning that willpower can be energizing
Haimovitz, K., Dweck, C. S., & Walton, G. M. (2019) · Developmental Science · doi:10.1111/desc.12905 · Cited by 41
“…goals – are better prepared to enter school, showing higher math and literacy scores in kindergarten and early elementary school (Blair & Razza, 2007; Bull & Scerif, 2001; Eisenberg, Duckworth, Spinrad, & Valiente, 2014; McClelland, Morrison, & Holmes, 2000; Valiente, Lemery‐Chalfant, Swanson,…”
BackgroundMathematical Learning Disabilities
Geary, D. C. (2010) · Advances in child development and behavior · doi:10.1016/b978-0-12-374748-8.00002-0 · Cited by 37
Iglesias-Sarmiento, V., Carriedo, N., & Rodríguez, J. L. R. (2014) · Anales de Psicología · doi:10.6018/analesps.31.1.158111 · Cited by 47
“Therefore, in numerous studies, both WM updating and span tasks are used (e.g., Bull & Scerif, 2001; Conway & Engle, 1996; Espy, 1997; Gathercole, Brown, & Pickering, 2003; Gathercole & Pickering, 2000; Hitch, Towse, & Hutton, 2001; Huizinga et al., 2006; Jarvis & Gathercole, 2003; St…”
BackgroundPlanning in Middle Childhood: Early Predictors and Later Outcomes
Friedman, S. L., Scholnick, E. K., Bender, R. H., Vandergrift, N., Spieker, S. J., Pasek, K. H., Keating, D. P., & Park, Y. (2014) · Child Development · doi:10.1111/cdev.12221 · Cited by 43
“Evidence suggests that planning is associated with better performance on standardized mathematics and reading tests in the early grades (Bull & Scerif, 2001; Bull et al., 2008; Clark et al., 2010; Espy et al., 2004; NICHD Early Child Care Research Network, 2003; Van der Sluis, de Jong, & van der…”
BackgroundZelazo, P. D., & Patricia, J. (2013) · Cited by 37
Mathematics Deficits in Adolescents With Bipolar I Disorder
Lagace, D. C., Kutcher, S., & Robertson, H. (2002) · American Journal of Psychiatry · doi:10.1176/appi.ajp.160.1.100 · Cited by 38
“There is also evidence that poorer mathematical ability is predicted by poor executive functioning (33).”
BackgroundSegundo‐Marcos, R., Merchán, A., López-Fernández, V., & Daza, M. T. (2022) · Cognitive Development · doi:10.1016/j.cogdev.2022.101219 · Cited by 55
Passolunghi, M. C., de Blas, G. D., Carretti, B., Veiga, I. G., Doz, E., & García-Madruga, J. A. (2022) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2022.105512 · Cited by 37
Involvement of Working Memory in Longitudinal Development of Number–Magnitude Skills
Kolkman, M. E., Kroesbergen, E. H., & Leseman, P. P. M. (2014) · Infant and Child Development · doi:10.1002/icd.1834 · Cited by 40
Cognitive and behavioral attention in children with math difficulties
Gold, A. B., Ewing‐Cobbs, L., Cirino, P. T., Fuchs, L. S., Stuebing, K. K., & Fletcher, J. M. (2012) · Child Neuropsychology · doi:10.1080/09297049.2012.690371 · Cited by 37
“Using various tasks measuring working memory and inhibitory control, these studies indicate that children with MD have difficulty inhibiting prepotent information as well as trouble maintaining information in working memory (Bull & Scerif, 2001).”
BackgroundMethodWang, C., Geng, F., Yao, Y., Weng, J., Hu, Y., & Chen, F. (2015) · PLoS ONE · doi:10.1371/journal.pone.0139930 · Cited by 38
Mix, K. S., Smith, L. B., Stockton, J. D., Cheng, Y.-L., & Barterian, J. A. (2016) · Journal of Cognition and Development · doi:10.1080/15248372.2016.1180296 · Cited by 39
Scholastic performance and functional connectivity of brain networks in children
Chaddock‐Heyman, L., Weng, T. B., Kienzler, C., Erickson, K. I., Voss, M. W., Drollette, E. S., Raine, L. B., Kao, S., Hillman, C. H., & Kramer, A. F. (2018) · PLoS ONE · doi:10.1371/journal.pone.0190073 · Cited by 41
Metadata
- Authors
- Bull, R., & Scerif, G.
- Affiliations
- University of Aberdeen (GB)
- Venue
- Developmental Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 2001-06
- Volume
- 19
- Issue
- 3
- Pages
- 273-293
- ISSN
- 1532-6942 (ISSN-L)
- 8756-5641
- 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
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