The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective
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Publication Date
2020-03Journal Title
Child Development Perspectives
ISSN
1750-8592
Publisher
Wiley
Volume
14
Issue
1
Pages
15-20
Type
Article
This Version
AM
Metadata
Show full item recordCitation
Peng, P., & Kievit, R. (2020). The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective. Child Development Perspectives, 14 (1), 15-20. https://doi.org/10.1111/cdep.12352
Abstract
The development of academic achievement and cognitive abilities is critical for child development. In this article, we review evidence from recent research on the bidirectional relations between academic achievement and cognitive abilities. Our findings suggest that (a) reading/mathematics and working memory/reasoning/executive function predict each other in development; (b) direct academic instruction exerts positive effects on reasoning development; and (c) such cognitive-academic bidirectional relations seem weaker among children with disadvantages (e.g., with special needs or low socioeconomic status). Together, these findings are in line with the theory of mutualism and the transactional model. They suggest that sustained and high-quality schooling/education directly fosters children’s academic and cognitive development, and may have indirect effects on academic and cognitive development by triggering cognitive-academic bidirectionality.
Sponsorship
MRC (unknown)
Medical Research Council (MC_UP_1401/1)
Medical Research Council (MC_UU_00005/9)
Identifiers
External DOI: https://doi.org/10.1111/cdep.12352
This record's URL: https://www.repository.cam.ac.uk/handle/1810/300401
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All rights reserved
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http://www.rioxx.net/licenses/all-rights-reserved
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