Updating and not shifting predicts learning performance in young and middle-aged adults
Gijselaers, Hieronymus J. M.; Meijs, Celeste; Neroni, Joyce; Kirschner, Paul A.; de Groot, Renate H. M. (2017-11-06)
Gijselaers, H. J. M., Meijs, C., Neroni, J., Kirschner, P. A. and de Groot, R. H. M. (2017), Updating and Not Shifting Predicts Learning Performance in Young and Middle-Aged Adults. Mind, Brain, and Education, 11: 190–200. doi:10.1111/mbe.12147
© 2017 The Authors. Mind, Brain, and Education published by International Mind, Brain, and Education Society and Wiley Periodicals, Inc. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
The goal of this study was to investigate whether single executive function (EF) tests were predictive for learning performance in mainly young and middle-aged adults. The tests measured shifting and updating. Processing speed was also measured. In an observational study, cognitive performance and learning performance were measured objectively in 851 adult students and analyzed using multiple linear regression. EFs and processing speed were measured via cognitive tests. Learning performance was evaluated after 14 months. The results show that updating performance is predictive for learning performance, with a small effect size, while shifting performance was not. This means that a single updating test has predictive value for learning performance acquired over a longer period of time. However, as the effect size is rather small, the test on its own does not serve as a proper selection tool for determining whether a student will be successful or not.
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