ERIC Number: EJ1009647
Record Type: Journal
Publication Date: 2013-Mar
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1751-2271
EISSN: N/A
Cognitive Control Predicts Academic Achievement in Kindergarten Children
Coldren, Jeffrey T.
Mind, Brain, and Education, v7 n1 p40-48 Mar 2013
Children's ability to shift behavior in response to changing environmental demands is critical for successful intellectual functioning. While the processes underlying the development of cognitive control have been thoroughly investigated, its functioning in an ecologically relevant setting such as school is less well understood. Given the alarming number of children who face failure in the U.S. school system, the purpose of this project is to determine whether subtly different measures of cognitive control differentially predict academic achievement. Sixty-five kindergarten children were given two versions of a Dimensional Change Card Sort task--a geometric version followed by a linguistic version. Educational outcomes consisted of a standardized measure of academic achievement as well as assessments used by the school district. Results revealed that cognitive control, particularly as assessed by the linguistic variant, predicted children's academic performance on math and school-based assessments, thereby suggesting that deficient cognitive control negatively impacts educational success. (Contains 4 tables and 1 note.)
Descriptors: Kindergarten, Young Children, Cognitive Development, Self Control, Child Behavior, Visual Stimuli, Computer Games, Pictorial Stimuli, Reading Achievement, Mathematics Achievement, Individual Differences, Academic Achievement, Outcomes of Education
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A