Cognitive flexibility uniquely predicts literacy achievement in Grades 4 and 6, above and beyond fluid intelligence, attention, inhibitory control, working memory, and planning¶

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

Subclaims¶

q2 i? In Grade 6, adding cognitive flexibility significantly increased explained variance in literacy achievement (ΔR² = .04), with flexibility a significant unique predictor (b = .24). → Sofia Magalhães 2020

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 203 sixth graders predicting teacher-assigned Portuguese literacy marks; Step 2 added cognitive flexibility, yielding "ΔR2 = .04, Fchange(1, 196) = 10.88, p = .001" and b = .24.

"the introduction of cognitive flexibility on Step 2 resulted in signi ficant increase in the amount of explained variance in literacy achievement, ΔR2 = .04, Fchange(1, 196) = 10.88, p = .001. Again, cognitive flexibility was found to have a signi ficant and unique contribution"

Discussion¶

Related Claims¶

• Executive function measures predict early mathematics achievement over and above reading ability and IQ — related
• Snippet selection contributes to integration quality over and above reading fluency and reading comprehension — a narrower finding that bears on this claim
• ASD shows a distinct executive dysfunction profile of impaired cognitive flexibility and planning with intact inhibitory control
• Cognitive flexibility uniquely predicts mathematics achievement in Grades 4 and 6, with a larger effect in Grade 6 than in Grade 4 — related
• Cognitive flexibility does not add unique explained variance to literacy or mathematics achievement in Grade 2 — 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 — related
• Working memory and inhibition both contribute to spontaneous flexibility, whereas only inhibition contributes to reactive flexibility — related
• Executive functions, especially working memory, inhibition, and cognitive flexibility, are consistently associated with core SRL activities — related