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Modeling a cascade of effects: the role of speed and executive functioning in preterm/full-term differences in academic achievement.

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Title: Modeling a cascade of effects: the role of speed and executive functioning in preterm/full-term differences in academic achievement.
Authors: Rose, Susan A. (AUTHOR), Feldman, Judith F. (AUTHOR), Jankowski, Jeffery J. (AUTHOR)
Source: Developmental Science. Sep2011, Vol. 14 Issue 5, p1161-1175. 15p. 1 Diagram, 6 Charts.
Subjects: Structural equation modeling, Confirmatory factor analysis, Executive function, Academic achievement, Trait intercorrelations
Abstract: This study identified deficits in executive functioning in pre-adolescent preterms and modeled their role, along with processing speed, in explaining preterm/full-term differences in reading and mathematics. Preterms (< 1750 g) showed deficits at 11 years on a battery of tasks tapping the three basic executive functions identified by Miyake - updating/working memory, inhibition, and shifting. Confirmatory factor analysis showed that these executive functions, though correlated, were distinct from one another and from processing speed, which later proved to account for much of the intercorrelation among executive functions. In the best-fitting structural equation model, the negative effects of prematurity on achievement were completely mediated by the three executive functions and speed in a cascade of effects: prematurity → slower processing speed → poorer executive functioning (working memory) → lower achievement in math and reading. [ABSTRACT FROM AUTHOR]
Copyright of Developmental Science is the property of Wiley-Blackwell 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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  Data: Modeling a cascade of effects: the role of speed and executive functioning in preterm/full-term differences in academic achievement.
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Developmental+Science%22&quot;&gt;Developmental Science&lt;/searchLink&gt;. Sep2011, Vol. 14 Issue 5, p1161-1175. 15p. 1 Diagram, 6 Charts.
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  Data: This study identified deficits in executive functioning in pre-adolescent preterms and modeled their role, along with processing speed, in explaining preterm/full-term differences in reading and mathematics. Preterms (&lt; 1750 g) showed deficits at 11 years on a battery of tasks tapping the three basic executive functions identified by Miyake - updating/working memory, inhibition, and shifting. Confirmatory factor analysis showed that these executive functions, though correlated, were distinct from one another and from processing speed, which later proved to account for much of the intercorrelation among executive functions. In the best-fitting structural equation model, the negative effects of prematurity on achievement were completely mediated by the three executive functions and speed in a cascade of effects: prematurity → slower processing speed → poorer executive functioning (working memory) → lower achievement in math and reading. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder&#39;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.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.1111/j.1467-7687.2011.01068.x
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        Text: English
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        Type: general
      – SubjectFull: Confirmatory factor analysis
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      – SubjectFull: Executive function
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      – SubjectFull: Academic achievement
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              Text: Sep2011
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