ERIC Number: EJ936954
Record Type: Journal
Publication Date: 2011-Sep
Abstractor: As Provided
Reference Count: 0
Modeling a Cascade of Effects: The Role of Speed and Executive Functioning in Preterm/Full-Term Differences in Academic Achievement
Rose, Susan A.; Feldman, Judith F.; Jankowski, Jeffery J.
Developmental Science, v14 n5 p1161-1175 Sep 2011
This study identified deficits in executive functioning in pre-adolescent preterms and modeled their role, along with processing speed, in explaining preterm/full-term differences in reading and mathematics. Preterms (less than 1750 g) showed deficits at 11 years on a battery of tasks tapping the three basic executive functions identified by Miyake--updating/working memory, inhibition, and shifting. Confirmatory factor analysis showed that these executive functions, though correlated, were distinct from one another and from processing speed, which later proved to account for much of the intercorrelation among executive functions. In the best-fitting structural equation model, the negative effects of prematurity on achievement were "completely mediated" by the three executive functions and speed in a cascade of effects: "prematurity" [right arrow] "slower processing speed" [right arrow] "poorer executive functioning (working memory)" [right arrow] "lower achievement in math and reading."
Descriptors: Executive Function, Cognitive Processes, Preadolescents, Premature Infants, Reading Achievement, Mathematics Achievement, Factor Analysis, Structural Equation Models
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A