Executive functions and achievements in school: Shifting, updating, inhibition, and working memory

Abstract

Links have recently been established between measures of educational attainment and both verbal and visuo-spatial aspects of working memory. Relationships have also been identified between specific executive functions—shifting, updating, and inhibition—and scholastic achievement. In the present study, scholastic attainment, shifting, updating, inhibition, and verbal and visuo-spatial working memory were assessed in 11- and 12-year-old children. Exploratory factor analysis identified two executive factors: one associated with updating functions and one associated with inhibition. Updating abilities were closely linked with performance on both verbal and visuo-spatial working memory span tasks. Working memory was closely linked with attainment in English and mathematics, and inhibition was associated with achievement in English, mathematics, and science. Domain-specific associations existed between verbal working memory and attainment in English, and between visuo-spatial working memory and attainment in English, mathematics and science. Implications of the findings for the theoretical analysis of executive functioning, working memory and children's learning are discussed.

Acknowledgments

This research was supported by a teaching assistantship from the University of Durham. The authors would like to thank the pupils and staff of Joseph Swan School in Gateshead for their and assistance with this study.