Cognitive Control Predicts Academic Achievement in Kindergarten Children
Article first published online: 24 FEB 2013
© 2013 The Author. Journal Compilation © 2013 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
Mind, Brain, and Education
Volume 7, Issue 1, pages 40–48, March 2013
How to Cite
Coldren, J. T. (2013), Cognitive Control Predicts Academic Achievement in Kindergarten Children. Mind, Brain, and Education, 7: 40–48. doi: 10.1111/mbe.12006
- Issue published online: 24 FEB 2013
- Article first published online: 24 FEB 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.