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Published on: September 11, 2021
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Executive functions and problem-solving-The contribution of inhibition, working memory, and cognitive flexibility to
Jonas Schäfer1, Timo Reuter2, Miriam Leuchter2
1Department of Psychology, University of Kaiserslautern-Landau, 76829 Landau, Germany; Institute for Child and Youth Education, University of Kaiserslautern-Landau, 76829 Landau, Germany.
Journal of Experimental Child Psychology
|May 29, 2024
Summary
Executive functions like working memory and cognitive flexibility aid science problem-solving in young children. Inhibition, however, did not significantly impact performance in this study.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Science Education
Background:
- Executive functions are crucial for problem-solving in children.
- Previous studies often examined executive functions in isolation.
- The specific roles of inhibition, working memory, and cognitive flexibility in science problem-solving require further clarification.
Purpose of the Study:
- To investigate the individual contributions of inhibition, working memory, and cognitive flexibility to science problem-solving.
- To understand how specific executive functions impact elementary school children's ability to solve science problems.
Main Methods:
- Assessed 478 first and second graders (mean age 7.44 years).
- Utilized a Go/No-go task for inhibition, Corsi blocks backward task for working memory, and a flexible item selection task for cognitive flexibility.
- Employed three science problem-solving tasks, including gear turning and stabilization tasks.
Main Results:
- Structural equation modeling revealed that working memory and cognitive flexibility significantly and individually contributed to science problem-solving performance.
- Inhibition did not show a significant individual contribution to science problem-solving performance in this cohort.
- Working memory and cognitive flexibility emerged as key executive functions for science problem-solving.
Conclusions:
- Working memory (maintaining task demands and object relations) and cognitive flexibility (switching problem-solving phases) are essential for elementary students' science problem-solving success.
- Inhibitory control may be more critical in science tasks with higher interference.
- Targeting working memory and cognitive flexibility could enhance science problem-solving skills in children.
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