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¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In Grade 2, fluid intelligence and inhibitory control predicted literacy, while fluid intelligence, attention, and inhibitory control predicted mathematics. → Sofia Magalhães 2020
q2 i? The article interprets the association of EF with achievement across schooling as cumulative, with an increasing EF contribution as students get older. → 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
Cross-sectional regression results across three grade cohorts (243, 284, and 203 students) show shifting predictor sets: "In Grade 2, fluid intelligence and inhibitory control predicted literacy achievements, while fluid intelligence, attention, and inhibitory control predicted mathematics outcomes." Grade 4 added working memory and planning; Grade 6 added attention for literacy.
"In Grade 2, fluid intelligence and inhibitory control predicted literacy achievements, while fluid intelligence, attention, and inhibitory control predicted mathematics outcomes."
Discussion¶
Related Claims¶
- Attention problems are more important than executive functioning for predicting first-grade calculation, while executive functioning is more important for applied problems — 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
- Cognitive flexibility does not add unique explained variance to literacy or mathematics achievement in Grade 2 — a narrower finding that bears on this claim
- Cognitive flexibility uniquely predicts mathematics achievement in Grades 4 and 6, with a larger effect in Grade 6 than in Grade 4 — a narrower finding that bears on this claim
- Executive function measures predict early mathematics achievement over and above reading ability and IQ — related
- Creativity, crystallized intelligence, fluid intelligence and executive functions are all correlated in children aged 8 to 13 — related
- Interference suppression, but not response inhibition, relates to academic achievement and schooling skills — related
- Cognitive flexibility's unique contribution to academic marks emerges only once EF components become differentiated, around Grades 4–6 — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ef-predictors-of-achievement-differ-across-grades |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sofia-magalhães-2020 |
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