Traditional and alternative scores in performance tests to measure executive functions: differential associations with children's academic performance.
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| Title: | Traditional and alternative scores in performance tests to measure executive functions: differential associations with children's academic performance. |
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| Authors: | Hou, Wenying (AUTHOR), Resch, Christine (AUTHOR), Möckel, Rico (AUTHOR), Borghans, Lex (AUTHOR), Hurks, Petra P. M. (AUTHOR) |
| Source: | Child Neuropsychology. Oct2025, Vol. 31 Issue 7, p1066-1098. 33p. |
| Subjects: | Cognitive testing, Executive function, Verbal behavior testing, Academic achievement, Psychodiagnostics |
| Abstract: | This study explores the relationship between children's academic performance and their results on cognitive function tests. Traditionally, cognitive test scores often reflect overall accuracy or speed. Yet, these overall scores are often influenced by both diverse executive functions (EF) and non-EF cognitive processes. To isolate specific cognitive functions, alternative scoring methods have been developed, which aim to measure one cognitive function more purely. We investigated whether combining traditional overall scores with alternative scores claiming to measure strategy use improves the prediction of children's academic performance. Three cognitive tests were administered: Verbal Fluency test, Design Fluency test, and Rey-Osterrieth Complex Figure test, alongside factors such as age, IQ, sex, and parental education, in a sample of 132 Dutch-speaking children (aged 9.48–12.63 years; 61 girls). For each test, we calculated traditional total scores and alternative scores. Academic performance was assessed using arithmetic and reading tests, along with secondary school advice. The findings indicate that both traditional and alternative scores positively correlate with secondary school advice and children's arithmetic and reading performance, but not with parental reports. Combining traditional and alternative scores enhances predictive accuracy for only arithmetic outcomes. However, once IQ was controlled for, the predictive value of alternative scores focused on strategy use diminished. Consequently, our findings suggest that combining both scoring methods can offer a superior prediction of academic outcomes, at least in arithmetic, underscoring their merit in psychodiagnostics assessment. [ABSTRACT FROM AUTHOR] |
| Copyright of Child Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 188176709 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Traditional and alternative scores in performance tests to measure executive functions: differential associations with children's academic performance. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hou%2C+Wenying%22">Hou, Wenying</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Resch%2C+Christine%22">Resch, Christine</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Möckel%2C+Rico%22">Möckel, Rico</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Borghans%2C+Lex%22">Borghans, Lex</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hurks%2C+Petra+P%2E+M%2E%22">Hurks, Petra P. M.</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Child+Neuropsychology%22">Child Neuropsychology</searchLink>. Oct2025, Vol. 31 Issue 7, p1066-1098. 33p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Cognitive+testing%22">Cognitive testing</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+behavior+testing%22">Verbal behavior testing</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Psychodiagnostics%22">Psychodiagnostics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study explores the relationship between children's academic performance and their results on cognitive function tests. Traditionally, cognitive test scores often reflect overall accuracy or speed. Yet, these overall scores are often influenced by both diverse executive functions (EF) and non-EF cognitive processes. To isolate specific cognitive functions, alternative scoring methods have been developed, which aim to measure one cognitive function more purely. We investigated whether combining traditional overall scores with alternative scores claiming to measure strategy use improves the prediction of children's academic performance. Three cognitive tests were administered: Verbal Fluency test, Design Fluency test, and Rey-Osterrieth Complex Figure test, alongside factors such as age, IQ, sex, and parental education, in a sample of 132 Dutch-speaking children (aged 9.48–12.63 years; 61 girls). For each test, we calculated traditional total scores and alternative scores. Academic performance was assessed using arithmetic and reading tests, along with secondary school advice. The findings indicate that both traditional and alternative scores positively correlate with secondary school advice and children's arithmetic and reading performance, but not with parental reports. Combining traditional and alternative scores enhances predictive accuracy for only arithmetic outcomes. However, once IQ was controlled for, the predictive value of alternative scores focused on strategy use diminished. Consequently, our findings suggest that combining both scoring methods can offer a superior prediction of academic outcomes, at least in arithmetic, underscoring their merit in psychodiagnostics assessment. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Child Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09297049.2025.2462094 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 33 StartPage: 1066 Subjects: – SubjectFull: Cognitive testing Type: general – SubjectFull: Executive function Type: general – SubjectFull: Verbal behavior testing Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Psychodiagnostics Type: general Titles: – TitleFull: Traditional and alternative scores in performance tests to measure executive functions: differential associations with children's academic performance. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hou, Wenying – PersonEntity: Name: NameFull: Resch, Christine – PersonEntity: Name: NameFull: Möckel, Rico – PersonEntity: Name: NameFull: Borghans, Lex – PersonEntity: Name: NameFull: Hurks, Petra P. M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09297049 Numbering: – Type: volume Value: 31 – Type: issue Value: 7 Titles: – TitleFull: Child Neuropsychology Type: main |
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