Cognitive flexibility's unique contribution to academic marks emerges only once EF components become differentiated, around Grades 4–6¶
Claim · All claims
Evidence · 1 study · associationalr2·q1
Currency · newest study 2020 · not yet checked against its sources · 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.
q1 i? The authors interpret their findings as confirming that cognitive flexibility gains a differentiable and unique value in Grades 4 and 6 that was not observed in Grade 2, consistent with EF differentiation by age 10–11. → 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
q1 · i? · associational · r2
Authors' interpretation (type e) of their cross-sectional regression findings, citing prior work that specific EF could be indistinguishable up to 9 years of age but are differentiable by 10–11 years; the article offers this as an interpretation, not a separately tested result.
"Our findings seem to con firm this general trend by providing evidence for the specificd ifferentiation of cognitive flexibility across development and by showing that cognitive flexibility has a di fferentiable and unique value in Grade 4 and 6."
Discussion¶
Related Claims¶
- 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
- 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
- Learning-pattern differentiation and integration increase with educational progression within one type of education, while context change induces temporary diffuse patterns — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
flexibility-contribution-emerges-with-ef-differentiation |
title |
Cognitive flexibility's unique contribution to academic marks emerges only once EF components become differentiated, around Grades 4–6 |
description |
Cognitive flexibility's unique contribution to academic marks emerges only once EF components become differentiated, around Grades 4–6 |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
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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