How Do Executive Functions Influence Children's Reasoning About Counterintuitive Concepts in Mathematics and Science?

Children Counterintuitive reasoning Executive function Mathematics Misconceptions Science

Journal

Journal of cognitive enhancement : towards the integration of theory and practice
ISSN: 2509-3304
Titre abrégé: J Cogn Enhanc
Pays: Switzerland
ID NLM: 101715582

Informations de publication

Date de publication:
2023
Historique:
received: 13 02 2023
accepted: 01 08 2023
medline: 8 1 2024
pubmed: 8 1 2024
entrez: 8 1 2024
Statut: ppublish

Résumé

Many scientific and mathematical concepts are counterintuitive because they conflict with misleading perceptual cues or incorrect naive theories that we build from our everyday experiences of the world. Executive functions (EFs) influence mathematics and science achievement, and inhibitory control (IC), in particular, might facilitate counterintuitive reasoning. Stop & Think (S&T) is a computerised learning activity that trains IC skills. It has been found effective in improving primary children's mathematics and science academic performance in a large scale RCT trial (Palak et al., 2019; Wilkinson et al., The online version contains supplementary material available at 10.1007/s41465-023-00271-0.

Identifiants

DOI: 10.1007/s41465-023-00271-0 PMID: 38186609 PMC: PMC10770252
pubmed: 38186609
doi: 10.1007/s41465-023-00271-0
pii: 271
pmc: PMC10770252
doi:

Types de publication

Journal Article

Langues

eng

Pagination

257-275

Investigateurs

Derek Bell (D)
Annie Brookman-Byrne (A)
Andrea Gauthier (A)
Roos de Jong (R)
Wayne Holmes (W)
Sveta Mayer (S)
Su Morris (S)
Kaśka Porayska-Pomsta (K)
Dilini Sumanapala (D)
Michael Thomas (M)
Andy Tolmie (A)

Informations de copyright

© The Author(s) 2023.

Déclaration de conflit d'intérêts

Conflict of InterestThe authors declare no competing interests.

Auteurs

Iroise Dumontheil (I)

Centre for Educational Neuroscience, Birkbeck, University of London, London, UK.
Centre for Brain and Cognitive Development, Birkbeck College, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX UK.

Hannah R Wilkinson (HR)

Centre for Educational Neuroscience, Birkbeck, University of London, London, UK.
Centre for Brain and Cognitive Development, Birkbeck College, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX UK.

Emily K Farran (EK)

Centre for Educational Neuroscience, Birkbeck, University of London, London, UK.
School of Psychology, University of Surrey, Guildford, UK.

Claire Smid (C)

Centre for Educational Neuroscience, Birkbeck, University of London, London, UK.
Department of Clinical, Educational and Health Psychology, University College London, London, UK.

Roshni Modhvadia (R)

Centre for Educational Neuroscience, Birkbeck, University of London, London, UK.
School of Psychology, University of Surrey, Guildford, UK.

Denis Mareschal (D)

Centre for Educational Neuroscience, Birkbeck, University of London, London, UK.
Centre for Brain and Cognitive Development, Birkbeck College, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX UK.
ORCID: 0000-0002-9828-9548

Classifications MeSH