The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective

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.