Cognitive flexibility does not add unique explained variance to literacy or mathematics achievement in Grade 2¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Grade 2, entering cognitive flexibility at Step 2 did not significantly increase explained variance in literacy achievement (Fchange < 1). → Sofia Magalhães 2020 q2 i? In Grade 2, entering cognitive flexibility at Step 2 produced no significant increase in explained variance in mathematics achievement (Fchange < 1). → Sofia Magalhães 2020 (2)

Evidence¶

Sofia Magalhães 2020¶

Sofia Magalhães, Luísa Carneiro, Teresa Limpo & Marisa Filipe (2020). Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in grades 2, 4, and 6. Child Neuropsychology, 26(7), 934-952. https://doi.org/10.1080/09297049.2020.1740188

q2 · i? · associational · r2

Two-step hierarchical regression with 243 second graders predicting literacy marks; Step 1 (R² = .24) showed fluid intelligence and inhibitory control as significant predictors; Step 2 adding flexibility yielded "Fchange <1", a null result with no printed effect size.

"The inclusion of cognitive flexibility on Step 2 did not increase the amount of explained variance in literacy achievement, Fchange <1 ."

Sofia Magalhães 2020 (2)¶

Sofia Magalhães, Luísa Carneiro, Teresa Limpo & Marisa Filipe (2020). Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in grades 2, 4, and 6. Child Neuropsychology, 26(7), 934-952. https://doi.org/10.1080/09297049.2020.1740188

q2 · i? · associational · r2

Two-step hierarchical regression with 243 second graders predicting mathematics marks; Step 1 (R² = .34) showed fluid intelligence, attention, and inhibitory control as significant predictors; adding flexibility at Step 2 gave "Fchange <1". Equivalence was not tested.

"When cognitive flexibility was entered on Step 2, there was no signi ficant increase in the amount of explained variance in mathematics achievement, Fchange <1 ."

Discussion¶

Related Claims¶

• Cognitive flexibility uniquely predicts literacy achievement in Grades 4 and 6, above and beyond fluid intelligence, attention, inhibitory control, working memory, and planning — related
• The set of executive-function and intelligence predictors of academic achievement differs across Grades 2, 4, and 6, with EF contributions appearing cumulative as students get older — a broader claim this one bears on
• EF measures jointly account for 43% of math variance, with inhibition (Tap Test) a significant unique predictor but cognitive flexibility (FIST) not significant in any model — related