دورية أكاديمية
أعرض في EDS

Executive functions and problem-solving-The contribution of inhibition, working memory, and cognitive flexibility to science problem-solving performance in elementary school students.

التفاصيل البيبلوغرافية
العنوان: Executive functions and problem-solving-The contribution of inhibition, working memory, and cognitive flexibility to science problem-solving performance in elementary school students.
المؤلفون: Schäfer J; Department of Psychology, University of Kaiserslautern-Landau, 76829 Landau, Germany; Institute for Child and Youth Education, University of Kaiserslautern-Landau, 76829 Landau, Germany. Electronic address: jonas.schaefer@rptu.de., Reuter T; Institute for Child and Youth Education, University of Kaiserslautern-Landau, 76829 Landau, Germany., Leuchter M; Institute for Child and Youth Education, University of Kaiserslautern-Landau, 76829 Landau, Germany., Karbach J; Department of Psychology, University of Kaiserslautern-Landau, 76829 Landau, Germany; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), 60323 Frankfurt am Main, Germany.
المصدر: Journal of experimental child psychology [J Exp Child Psychol] 2024 Aug; Vol. 244, pp. 105962. Date of Electronic Publication: 2024 May 28.
نوع المنشور: Journal Article
اللغة: English
بيانات الدورية: Publisher: Academic Press Country of Publication: United States NLM ID: 2985128R Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1096-0457 (Electronic) Linking ISSN: 00220965 NLM ISO Abbreviation: J Exp Child Psychol Subsets: MEDLINE
أسماء مطبوعة: Publication: New York, NY : Academic Press
Original Publication: New York.
مواضيع طبية MeSH: Problem Solving* , Executive Function*/physiology , Memory, Short-Term*/physiology , Inhibition, Psychological*, Humans ; Child ; Male ; Female ; Cognition ; Students/psychology ; Science
مستخلص: Previous research has shown that executive functions can contribute to successful problem-solving in preschool and elementary school children. However, most studies did not simultaneously assess the role of different specific aspects of executive functions. Therefore, the aim of our study was to investigate the individual contribution of inhibition, working memory, and cognitive flexibility to science problem-solving performance in elementary school children. A total of 478 children from first and second grades (M age  = 7.44 years) participated in our study. They performed a Go/No-go task (inhibition), a Corsi blocks backward task (working memory), a flexible item selection task (cognitive flexibility), and three science problem-solving tasks, including two gear turning tasks and one stabilization task. Structural equation modeling showed that working memory and cognitive flexibility individually contributed to problem-solving performance, whereas inhibition did not. We conclude that maintaining task requirements and dynamic object relations (working memory) and switching between different problem-solving phases (cognitive flexibility) are essential components of successful science problem-solving in elementary school children. Inhibitory processes may be more relevant in tasks involving a higher degree of interference at the task or response level.
(Copyright © 2024 The Author(s). Published by Elsevier Inc. All rights reserved.)
فهرسة مساهمة: Keywords: Cognitive flexibility; Elementary school age; Executive functions; Inhibition; Problem-solving; Working memory
تواريخ الأحداث: Date Created: 20240529 Date Completed: 20240608 Latest Revision: 20240608
رمز التحديث: 20240609
DOI: 10.1016/j.jecp.2024.105962
PMID: 38810499
قاعدة البيانات: MEDLINE
الوصف
تدمد:1096-0457
DOI:10.1016/j.jecp.2024.105962