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Relational thinking: An overlooked component of executive functioning.

Ariel Starr1, Elena R Leib2, Jessica W Younger3

  • 1Department of Psychology, University of Washington, Seattle, Washington, USA.

Developmental Science
|August 28, 2022
PubMed
Summary
This summary is machine-generated.

Relational thinking, crucial for reasoning and math, uniquely predicts academic success beyond executive functions (EFs). This suggests relational thinking should be recognized as a core EF itself, supporting cognitive development.

Keywords:
academic achievementexecutive functionsfractionsmathreasoningrelational thinking

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Relational thinking, the capacity to grasp abstract connections, is vital for reasoning and academic performance, especially in mathematics.
  • Distinguishing relational thinking's role from executive functions (EFs) is challenging due to task complexity.

Purpose of the Study:

  • To investigate the unique contribution of relational thinking to math achievement in elementary and middle school students.
  • To determine if relational thinking should be considered a distinct executive function.

Main Methods:

  • Administered a simplified relational thinking task to 942 students.
  • Collected data on ten adaptive executive function (EF) assessments.
  • Assessed math fluency and fraction magnitude comparison.

Main Results:

  • Relational thinking showed significant correlations with executive function composites.
  • Relational thinking predicted unique variance in math fluency and fraction magnitude comparison, independent of EFs.
  • Findings suggest relational thinking is separable from, yet related to, established EFs.

Conclusions:

  • Relational thinking plays a distinct role in math achievement beyond traditional executive functions.
  • Propose conceptualizing relational thinking as a core executive function supporting cognition and learning.
  • Highlights the importance of fostering relational thinking for academic development.