Updating and not shifting predicts learning performance in young and middle-aged adults

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Abstract

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.
Original languageEnglish
Pages (from-to)190-200
Number of pages11
JournalMind, Brain & Education
Volume11
Issue number4
DOIs
Publication statusPublished - Dec 2017

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Students
Processing
Linear regression

Keywords

  • EXECUTIVE FUNCTIONS
  • WORKING-MEMORY
  • DISTANCE EDUCATION
  • PHYSICAL-ACTIVITY
  • INDIVIDUAL-DIFFERENCES
  • ACADEMIC-PERFORMANCE
  • COGNITIVE-ABILITY
  • FRONTAL-LOBE
  • SLEEP
  • INTELLIGENCE

Cite this

@article{73445967ad8b489188200b965fc70036,
title = "Updating and not shifting predicts learning performance in young and middle-aged adults",
abstract = "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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author = "J{\'e}r{\^o}me Gijselaers and Celeste Meijs and Joyce Neroni and Kirschner, {Paul A.} and {De Groot}, Renate",
year = "2017",
month = "12",
doi = "10.1111/mbe.12147",
language = "English",
volume = "11",
pages = "190--200",
journal = "Mind, Brain & Education",
publisher = "Mind, Brain & Education",
number = "4",

}

Updating and not shifting predicts learning performance in young and middle-aged adults. / Gijselaers, Jérôme; Meijs, Celeste; Neroni, Joyce; Kirschner, Paul A.; De Groot, Renate.

In: Mind, Brain & Education, Vol. 11, No. 4, 12.2017, p. 190-200.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Updating and not shifting predicts learning performance in young and middle-aged adults

AU - Gijselaers, Jérôme

AU - Meijs, Celeste

AU - Neroni, Joyce

AU - Kirschner, Paul A.

AU - De Groot, Renate

PY - 2017/12

Y1 - 2017/12

N2 - 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.

AB - 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.

KW - EXECUTIVE FUNCTIONS

KW - WORKING-MEMORY

KW - DISTANCE EDUCATION

KW - PHYSICAL-ACTIVITY

KW - INDIVIDUAL-DIFFERENCES

KW - ACADEMIC-PERFORMANCE

KW - COGNITIVE-ABILITY

KW - FRONTAL-LOBE

KW - SLEEP

KW - INTELLIGENCE

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