Cognitive flexibility uniquely predicts mathematics achievement in Grades 4 and 6, with a larger effect in Grade 6 than in Grade 4¶

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 4, adding cognitive flexibility significantly increased explained variance in mathematics achievement (ΔR² = .01), with flexibility a significant unique predictor (b = .12). → Sofia Magalhães 2020 q2 i? In Grade 6, adding cognitive flexibility significantly increased explained variance in mathematics achievement (ΔR² = .06), with flexibility a significant unique predictor (b = .29). → 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 284 fourth graders predicting mathematics marks; Step 1 (R² = .28) included fluid intelligence, inhibitory control, working memory, and planning; Step 2 added flexibility, yielding "ΔR2 = .01, Fchange(1, 277) = 3.72, p = .05" and b = .12.

"When cognitive flexibility was entered on Step 2, there was a signi ficant increase in the amount of explained variance in mathematics achievement, ΔR2 = .01, Fchange(1, 277) = 3.72, p = .05. Cognitive flexibility was found to be a significant and unique predictor, above and beyond the other EF ( b = .12)."

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 203 sixth graders predicting mathematics marks; Step 2 added cognitive flexibility, yielding "ΔR2 = .06, Fchange(1, 196) = 20.32, p < .001"; the article reports flexibility as a significant unique predictor with b = .29 in Table 5.

"the introduction of cognitiveflexibility on Step 2 resulted in significant increase in the amount of explained variance in mathematics achievement, ΔR2 = .06, Fchange(1, 196) = 20.32, p < .001."

Discussion¶

Related Claims¶

• Spatial skills uniquely predict 27% of the variance in preschool mathematics over and above executive function — related
• Cognitive flexibility uniquely predicts literacy achievement in Grades 4 and 6, above and beyond fluid intelligence, attention, inhibitory control, working memory, and planning — related
• 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 — reports the opposite
• 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
• Cognitive flexibility's unique contribution to academic marks emerges only once EF components become differentiated, around Grades 4–6 — a broader claim this one bears on