Neuroscape, University of California San Francisco, San Francisco, CA, United States; Department of Neurology, University of California San Francisco, San Francisco, CA, United States.
Neuroscape, University of California San Francisco, San Francisco, CA, United States.
Trends Neurosci Educ. 2024 Sep;36:100237. doi: 10.1016/j.tine.2024.100237. Epub 2024 Jul 14.
Executive functions (EFs) are thought to work in concert to support academic skill. However, EFs are often examined independently, obscuring their symbiotic contribution. We examined the relationship between students' holistic EF profiles and their academic success.
We sampled over 1200 7-15 year old students from a diverse school district (16 % White; 32 % low income) in the United States. We used 9 EF assessments to construct cognitive profiles via self-organizing maps. We then related profiles to academic achievement scores from both laboratory-based assessments and state-administered standardized tests of reading and math.
Six profiles differed in EF performance, but their differences in academic achievement did not suggest a linear relationship between individual EFs and academic skill.
We show cognitive profiles based on individual strengths and weaknesses in EFs can reveal multiple cognitive paths to the same academic outcome.
执行功能（EFs）被认为协同工作以支持学术技能。然而，EFs 通常是独立检查的，这掩盖了它们共生的贡献。我们研究了学生整体 EF 特征与其学业成功之间的关系。
我们从美国一个多元化的学区（16%的白人；32%低收入）中抽取了 1200 多名 7-15 岁的学生。我们使用 9 项 EF 评估通过自组织图构建认知图谱。然后，我们将这些图谱与来自实验室评估和州立阅读和数学标准化测试的学业成绩相关联。
6 种表现模式在 EF 表现上存在差异，但它们在学业成绩上的差异并不能说明个体 EF 与学术技能之间存在线性关系。
我们表明，基于个体 EF 中的优势和劣势的认知图谱可以揭示通往相同学术成果的多种认知路径。
