Cultural influences on the relation between executive functions and academic achievement
The purpose of this study was to examine which of the components of executive functions (EF)—inhibition, shifting, and working memory—predict reading and mathematics achievement and if the effects of these components are the same across two cultures (Western and East Asian). One hundred twenty Engli...
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| Veröffentlicht in: | Reading & writing 2020-04, Vol.33 (4), p.991-1013 |
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| creator | Georgiou, George K. Wei, Wei Inoue, Tomohiro Das, J. P. Deng, Ciping |
| description | The purpose of this study was to examine which of the components of executive functions (EF)—inhibition, shifting, and working memory—predict reading and mathematics achievement and if the effects of these components are the same across two cultures (Western and East Asian). One hundred twenty English-speaking Canadian (65 females, 55 males;
M
age
= 82.12 months) and 181 Mandarin-speaking Chinese (82 females, 99 males;
M
age
= 85.85 months) children were assessed on nonverbal IQ, speed of processing, rapid naming, inhibition (Color-Word Stroop), shifting (Planned Connections), working memory (Digit Span Forward and Backward), reading (word identification and reading comprehension), and mathematics (numerical operations and math reasoning). The results of structural equation modeling indicated first that among the EF components only working memory predicted reading and mathematics in the Canadian sample, while inhibition and working memory predicted reading and mathematics in the Chinese sample. The results also showed that inhibition was a stronger predictor of reading and mathematics in the Chinese sample. Taken together, these findings suggest that not all EF components are equally important for reading/mathematics and that culture may influence the relations between specific EF components and academic achievement. |
| doi_str_mv | 10.1007/s11145-019-09961-8 |
| format | Article |
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M
age
= 82.12 months) and 181 Mandarin-speaking Chinese (82 females, 99 males;
M
age
= 85.85 months) children were assessed on nonverbal IQ, speed of processing, rapid naming, inhibition (Color-Word Stroop), shifting (Planned Connections), working memory (Digit Span Forward and Backward), reading (word identification and reading comprehension), and mathematics (numerical operations and math reasoning). The results of structural equation modeling indicated first that among the EF components only working memory predicted reading and mathematics in the Canadian sample, while inhibition and working memory predicted reading and mathematics in the Chinese sample. The results also showed that inhibition was a stronger predictor of reading and mathematics in the Chinese sample. Taken together, these findings suggest that not all EF components are equally important for reading/mathematics and that culture may influence the relations between specific EF components and academic achievement.</description><identifier>ISSN: 0922-4777</identifier><identifier>EISSN: 1573-0905</identifier><identifier>DOI: 10.1007/s11145-019-09961-8</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Academic Achievement ; Attention Control ; Children ; Cultural factors ; Cultural Influences ; Education ; English language ; Executive Function ; Foreign Countries ; Inhibition ; Language and Literature ; Linguistics ; Literacy ; Mandarin ; Mathematics ; Mathematics Achievement ; Naming ; Neurology ; Predictor Variables ; Psycholinguistics ; Reading Achievement ; Reading comprehension ; Reasoning ; Short Term Memory ; Social Sciences ; Structural Equation Models ; Word recognition</subject><ispartof>Reading & writing, 2020-04, Vol.33 (4), p.991-1013</ispartof><rights>Springer Nature B.V. 2019</rights><rights>Reading and Writing is a copyright of Springer, (2019). All Rights Reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c341t-6e7d03d97161d21d8e4afae3dcd83a5c9b6a29a0f3b34f21fa77c603d4149d7a3</citedby><cites>FETCH-LOGICAL-c341t-6e7d03d97161d21d8e4afae3dcd83a5c9b6a29a0f3b34f21fa77c603d4149d7a3</cites><orcidid>0000-0002-0263-538X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s11145-019-09961-8$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s11145-019-09961-8$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,27901,27902,41464,42533,51294</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1249696$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Georgiou, George K.</creatorcontrib><creatorcontrib>Wei, Wei</creatorcontrib><creatorcontrib>Inoue, Tomohiro</creatorcontrib><creatorcontrib>Das, J. P.</creatorcontrib><creatorcontrib>Deng, Ciping</creatorcontrib><title>Cultural influences on the relation between executive functions and academic achievement</title><title>Reading & writing</title><addtitle>Read Writ</addtitle><description>The purpose of this study was to examine which of the components of executive functions (EF)—inhibition, shifting, and working memory—predict reading and mathematics achievement and if the effects of these components are the same across two cultures (Western and East Asian). One hundred twenty English-speaking Canadian (65 females, 55 males;
M
age
= 82.12 months) and 181 Mandarin-speaking Chinese (82 females, 99 males;
M
age
= 85.85 months) children were assessed on nonverbal IQ, speed of processing, rapid naming, inhibition (Color-Word Stroop), shifting (Planned Connections), working memory (Digit Span Forward and Backward), reading (word identification and reading comprehension), and mathematics (numerical operations and math reasoning). The results of structural equation modeling indicated first that among the EF components only working memory predicted reading and mathematics in the Canadian sample, while inhibition and working memory predicted reading and mathematics in the Chinese sample. The results also showed that inhibition was a stronger predictor of reading and mathematics in the Chinese sample. Taken together, these findings suggest that not all EF components are equally important for reading/mathematics and that culture may influence the relations between specific EF components and academic achievement.</description><subject>Academic Achievement</subject><subject>Attention Control</subject><subject>Children</subject><subject>Cultural factors</subject><subject>Cultural Influences</subject><subject>Education</subject><subject>English language</subject><subject>Executive Function</subject><subject>Foreign Countries</subject><subject>Inhibition</subject><subject>Language and Literature</subject><subject>Linguistics</subject><subject>Literacy</subject><subject>Mandarin</subject><subject>Mathematics</subject><subject>Mathematics Achievement</subject><subject>Naming</subject><subject>Neurology</subject><subject>Predictor Variables</subject><subject>Psycholinguistics</subject><subject>Reading Achievement</subject><subject>Reading comprehension</subject><subject>Reasoning</subject><subject>Short Term Memory</subject><subject>Social Sciences</subject><subject>Structural Equation Models</subject><subject>Word recognition</subject><issn>0922-4777</issn><issn>1573-0905</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp9UF1LwzAUDaLgnP4BQSj4XM1N0qZ5lDG_GPii4FvIklvX0WUzaaf-e7NV9M2new_nCw4h50CvgFJ5HQFAFDkFlVOlSsirAzKCQvIEaXFIRlQxlgsp5TE5iXFJKWWV4CPyOunbrg-mzRpftz16izFb-6xbYBawNV2TwBy7D0Sf4Sfavmu2mNW9tzsqZsa7zFjjcNXY9Cwa3OIKfXdKjmrTRjz7uWPycjt9ntzns6e7h8nNLLdcQJeXKB3lTkkowTFwFQpTG-TOuoqbwqp5aZgytOZzLmoGtZHSlskhQCgnDR-TyyF3E9bvPcZOL9d98KlSMyY4yJKrMqnYoLJhHWPAWm9CszLhSwPVuwX1sKBOC-r9grpKpovBhKGxv4bpIzChyn0oH_iYOP-G4a_6n9Rv3bx-og</recordid><startdate>20200401</startdate><enddate>20200401</enddate><creator>Georgiou, George K.</creator><creator>Wei, Wei</creator><creator>Inoue, Tomohiro</creator><creator>Das, J. 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P. ; Deng, Ciping</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c341t-6e7d03d97161d21d8e4afae3dcd83a5c9b6a29a0f3b34f21fa77c603d4149d7a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Academic Achievement</topic><topic>Attention Control</topic><topic>Children</topic><topic>Cultural factors</topic><topic>Cultural Influences</topic><topic>Education</topic><topic>English language</topic><topic>Executive Function</topic><topic>Foreign Countries</topic><topic>Inhibition</topic><topic>Language and Literature</topic><topic>Linguistics</topic><topic>Literacy</topic><topic>Mandarin</topic><topic>Mathematics</topic><topic>Mathematics Achievement</topic><topic>Naming</topic><topic>Neurology</topic><topic>Predictor Variables</topic><topic>Psycholinguistics</topic><topic>Reading Achievement</topic><topic>Reading comprehension</topic><topic>Reasoning</topic><topic>Short Term Memory</topic><topic>Social Sciences</topic><topic>Structural Equation Models</topic><topic>Word recognition</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Georgiou, George K.</creatorcontrib><creatorcontrib>Wei, Wei</creatorcontrib><creatorcontrib>Inoue, Tomohiro</creatorcontrib><creatorcontrib>Das, J. 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P.</au><au>Deng, Ciping</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1249696</ericid><atitle>Cultural influences on the relation between executive functions and academic achievement</atitle><jtitle>Reading & writing</jtitle><stitle>Read Writ</stitle><date>2020-04-01</date><risdate>2020</risdate><volume>33</volume><issue>4</issue><spage>991</spage><epage>1013</epage><pages>991-1013</pages><issn>0922-4777</issn><eissn>1573-0905</eissn><abstract>The purpose of this study was to examine which of the components of executive functions (EF)—inhibition, shifting, and working memory—predict reading and mathematics achievement and if the effects of these components are the same across two cultures (Western and East Asian). One hundred twenty English-speaking Canadian (65 females, 55 males;
M
age
= 82.12 months) and 181 Mandarin-speaking Chinese (82 females, 99 males;
M
age
= 85.85 months) children were assessed on nonverbal IQ, speed of processing, rapid naming, inhibition (Color-Word Stroop), shifting (Planned Connections), working memory (Digit Span Forward and Backward), reading (word identification and reading comprehension), and mathematics (numerical operations and math reasoning). The results of structural equation modeling indicated first that among the EF components only working memory predicted reading and mathematics in the Canadian sample, while inhibition and working memory predicted reading and mathematics in the Chinese sample. The results also showed that inhibition was a stronger predictor of reading and mathematics in the Chinese sample. Taken together, these findings suggest that not all EF components are equally important for reading/mathematics and that culture may influence the relations between specific EF components and academic achievement.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s11145-019-09961-8</doi><tpages>23</tpages><orcidid>https://orcid.org/0000-0002-0263-538X</orcidid></addata></record> |
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| ispartof | Reading & writing, 2020-04, Vol.33 (4), p.991-1013 |
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| source | Education Source (EBSCOhost); SpringerLink (Online service) |
| subjects | Academic Achievement Attention Control Children Cultural factors Cultural Influences Education English language Executive Function Foreign Countries Inhibition Language and Literature Linguistics Literacy Mandarin Mathematics Mathematics Achievement Naming Neurology Predictor Variables Psycholinguistics Reading Achievement Reading comprehension Reasoning Short Term Memory Social Sciences Structural Equation Models Word recognition |
| title | Cultural influences on the relation between executive functions and academic achievement |
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