Your browser doesn't support javascript.
loading
The whole is greater than the sum of its parts: Using cognitive profiles to predict academic achievement.
Younger, Jessica Wise; Schaerlaeken, Simon; Anguera, Joaquin A; Gazzaley, Adam.
Afiliación
  • Younger JW; Neuroscape, University of California San Francisco, San Francisco, CA, United States; Department of Neurology, University of California San Francisco, San Francisco, CA, United States. Electronic address: jessica@youngers.org.
  • Schaerlaeken S; Neuroscape, University of California San Francisco, San Francisco, CA, United States.
  • Anguera JA; Neuroscape, University of California San Francisco, San Francisco, CA, United States; Department of Neurology, University of California San Francisco, San Francisco, CA, United States; Department of Psychiatry, University of California San Francisco, San Francisco, CA, United States. Electronic addr
  • Gazzaley A; Neuroscape, University of California San Francisco, San Francisco, CA, United States; Department of Neurology, University of California San Francisco, San Francisco, CA, United States; Department of Psychiatry, University of California San Francisco, San Francisco, CA, United States.
Trends Neurosci Educ ; 36: 100237, 2024 Sep.
Article en En | MEDLINE | ID: mdl-39266121
ABSTRACT

BACKGROUND:

Executive functions (EFs) are thought to work in concert to support academic skill. However, EFs are often examined independently, obscuring their symbiotic contribution. We examined the relationship between students' holistic EF profiles and their academic success.

METHODS:

We sampled over 1200 7-15 year old students from a diverse school district (16 % White; 32 % low income) in the United States. We used 9 EF assessments to construct cognitive profiles via self-organizing maps. We then related profiles to academic achievement scores from both laboratory-based assessments and state-administered standardized tests of reading and math.

RESULTS:

Six profiles differed in EF performance, but their differences in academic achievement did not suggest a linear relationship between individual EFs and academic skill.

CONCLUSIONS:

We show cognitive profiles based on individual strengths and weaknesses in EFs can reveal multiple cognitive paths to the same academic outcome.
Asunto(s)
Palabras clave
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Cognición / Función Ejecutiva / Éxito Académico Límite: Adolescent / Child / Female / Humans / Male Idioma: En Revista: Trends Neurosci Educ Año: 2024 Tipo del documento: Article Pais de publicación: Alemania
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Cognición / Función Ejecutiva / Éxito Académico Límite: Adolescent / Child / Female / Humans / Male Idioma: En Revista: Trends Neurosci Educ Año: 2024 Tipo del documento: Article Pais de publicación: Alemania