TY - GEN
T1 - Executive Functions and Conceptual Change in Science and Mathematics Learning
AU - Vosniadou, Stella
AU - Pnevmantikos, Dimitrios
AU - Makris, Nikos
AU - Ikospentaki, Kalliopi
AU - Lepenioti, Despina
AU - Chountala, Anna
AU - Kyrianakis, Giorgos
PY - 2015
Y1 - 2015
N2 - We investigate the hypothesis that Executive Functions (EFs) are implicated in the learning of science and mathematics by examining the relation between performance in two Science and Mathematics Conceptual Understanding and Conceptual Change (CU&C) tasks, and two Stroop-like Inhibition and Shifting EF tasks, in a group of 69 4th and 6th grader children. The results showed high correlations between accuracy performance in the CU&C and EF tasks even when Intelligence Ability (IA) and Age were partialed out. A path analytic model showed that performance in the CU&C tasks could be explained by performance in the EF and IA tasks, which were positively related to each other. Further analyses showed that accuracy of performance particularly in the CU&C tasks could be predicted by performance in the EF tasks, with high or medium EF scores being a prerequisite for placement in the group of high CU&C achievers.
AB - We investigate the hypothesis that Executive Functions (EFs) are implicated in the learning of science and mathematics by examining the relation between performance in two Science and Mathematics Conceptual Understanding and Conceptual Change (CU&C) tasks, and two Stroop-like Inhibition and Shifting EF tasks, in a group of 69 4th and 6th grader children. The results showed high correlations between accuracy performance in the CU&C and EF tasks even when Intelligence Ability (IA) and Age were partialed out. A path analytic model showed that performance in the CU&C tasks could be explained by performance in the EF and IA tasks, which were positively related to each other. Further analyses showed that accuracy of performance particularly in the CU&C tasks could be predicted by performance in the EF tasks, with high or medium EF scores being a prerequisite for placement in the group of high CU&C achievers.
KW - Conceptual Change
KW - Executive Functions
KW - Mathematics Learning
KW - Science Learning and Teaching
KW - Teaching
UR - http://www.scopus.com/inward/record.url?scp=85041348213&partnerID=8YFLogxK
UR - https://cognitivesciencesociety.org/past-conferences/
M3 - Conference contribution
T3 - Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015
SP - 2529
EP - 2534
BT - Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015
A2 - Noelle, David C.
A2 - Dale, Rick
A2 - Warlaumont, Anne
A2 - Yoshimi, Jeff
A2 - Matlock, Teenie
A2 - Jennings, Carolyn D.
A2 - Maglio, Paul P.
PB - The Cognitive Science Society
T2 - 37th Annual Meeting of the Cognitive Science Society: Mind, Technology, and Society, CogSci 2015
Y2 - 23 July 2015 through 25 July 2015
ER -