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INTRODUCTION (En)

Executive functions and academic learning

Patrice POTVIN & Grégoire BORST

https://doi.org/10.24046/neuroed.20180502.42 | PAGES 42-43

INTRODUCTION (Fr)

Fonctions exécutives et apprentissages scolaires

Patrice POTVIN et Grégoire BORST

https://doi.org/10.24046/neuroed.20180502.44 | PAGES 44-45

Abstract

The present study examined the executive functions and spelling performance of children with developmental language disorder (DLD) over a school year. Through a fine-grained spelling error analysis, we investigated whether the measured executive functions would distinguish children’s spelling profiles. The study comprised three groups: the DLD-S group (aged 7–9 years), including children with DLD matched on the total number of spelling errors produced on a dictation task with a typically developing group (n = 8); the DLD-AM group (aged 7–9 years), including children with DLD matched on chronological age and phonological awareness skills with the DLD-S group (n = 8); and the typically developing group (n = 16; aged 7–8 years). The results indicated that both DLD groups tended to produce more phonographic errors (i.e., spelling errors that change the phonology of the word) even if the DLD-S group produced a similar number of errors in comparison with the typically developing group. In particular, the DLD-AM group made more phoneme omissions than the other groups. The DLD-AM group also had the smallest spelling improvement over the school year and the weakest updating ability. In contrast, all groups had similar inhibition and cognitive flexibility abilities. This may indicate that some children with DLD present limitations in updating, which may lead to a slower spelling acquisition and a greater number of phonographic errors. Language impairments affect and delay spelling acquisition, and the presence of an updating deficit may exacerbate this delay.

Abstract

We discuss the theoretical rationale and behavioral evidence for the involvement of Executive Function (EF) skills in the construction and employment of scientific and mathematical concepts that require conceptual changes for their formation. It is argued that conceptual changes such as knowledge revision and the formation of new and counter-intuitive concepts require extensive attention, increased comprehension monitoring, adoption of multiple perspectives, comparison of new information with prior knowledge and inhibition of prior knowledge and thus are very likely to recruit the EF skills of working memory, shifting and inhibition. The results of empirical research have shown that EF skills are indeed recruited in the construction and employment of such tasks. Particular emphasis has been paid to the role of inhibition which seems to be specifically recruited in tasks in which the use of a scientific or mathematical concept contradicts an initial concept which must be rejected. Further research is needed with an emphasis on training studies to investigate the effects on student learning of different kinds of interventions that integrate EF training with the teaching of science and mathematics.

Résumé

L’apprentissage des modèles chimiques n’est pas simple d’autant plus que le passage du niveau macroscopique au niveau microscopique de la matière est compliqué par l’utilisation de représentations symboliques. Une habitude intuitive telle que « More A then more B » souvent utilisée chez les plus jeunes apprenants peut être abandonnée par les plus experts en chimie au profit de l’utilisation, parfois erronée, de modèles chimiques proposés lors du cursus scolaire. Dans le contexte de la dissolution d’un soluté dans un solvant, cette habitude est pourtant la stratégie de réponse efficace pour acquérir que le volume de solution est supérieur au volume de solvant et pouvoir ainsi calculer correctement la concentration en soluté (grandeur qui se rapporte au volume de solution). Notre recherche vise à améliorer l’apprentissage de ce concept, grandeur fondamentale en chimie. Nous avons élaboré un dispositif didactique expérimental basé sur l’utilisation d’outils permettant un conflit cognitif et un entrainement à la fonction exécutive de contrôle inhibiteur des conceptions non pertinentes dans le contexte de la dissolution d'un sel dans l’eau. L’objectif est de permettre une (ré)activation de la stratégie de réponse « More A then more B » afin de la rendre prévalente dans ce contexte. Cette étude confronte les scores obtenus par deux groupes d’élèves de grade 10 (15-17 ans) : l’un soumis à une activité de remédiation impliquant un conflit percepto-cognitif seul et un autre groupe ayant réalisé cette même activité, mais suivie d’un entrainement à l’inhibition des conceptions non pertinentes dans le contexte de la dissolution d’un sel dans l’eau et du calcul d’une concentration. Les résultats obtenus montrent un impact positif du conflit cognitif suivi d’un apprentissage métacognitif à l’inhibition pour l’acquisition d’un concept de chimie pour des élèves du secondaire. Ils mettent également en évidence que des liens cognitifs privilégiés semblent exister lors du changement de prévalence conceptuelle.

Résumé

Cet article théorique vise à documenter l’évolution des perspectives qui ont été dégagées sur le développement des fonctions exécutives (FE) chez les enfants âgés entre 3 et 6 ans. Malgré la présence d’un accord général sur la définition plus large du concept de FE, un débat persiste toujours sur les composantes qui y sont associées, surtout chez les jeunes enfants. En effet, différentes propositions théoriques quant à la manière de conceptualiser les FE ont été proposées depuis le début des années 2000. Il est donc difficile de s’entendre sur les habiletés qu’il est possible d’observer chez les enfants d’âge préscolaire, notamment en contexte éducatif. Dans un tel contexte, il s’avère essentiel de miser sur l’observation des habiletés associées aux FE dans des situations quotidiennes et naturelles (p. ex. temps de jeu), ce qui permet ensuite à l’adulte d’accompagner l’enfant dans le déploiement de ces dernières. Prenant appui sur les perspectives théoriques dégagées dans cet article, notamment celle de Miyake et al. (2000), cet article propose des pistes d’observation et d’intervention permettant de soutenir les habiletés liées aux FE à l’éducation préscolaire, de manière à favoriser le développement et l’apprentissage de l’enfant, par extension sa réussite éducative.

Abstract

According to the problem-solving framework of executive functions, the first step is to construct a problem space, i.e., the representation of the problem and its possible solutions. We explored how different problem spaces affect students' proportional reasoning. Proportional reasoning is important in school and in everyday life. It involves the comparison of ratios and is known to be difficult. Previous studies have shown that difficulties in proportional reasoning may stem from the interference of the automatic comparison of the salient natural numbers that comprise the ratios. We designed two equivalent comparison of ratios tests that were visually very similar, the Drops test and the Juice test. In the Drops test, tenth graders were asked to compare the intensity of color of mixtures of red and white paint drops. In the Juice test, they were asked to compare the amount of juice each child receives when equally dividing the contents of cups of juice among children in each group. The Juice test was aimed at presenting the task in a mode leading to a problem space that directs students to calculate “rate per unit,” thereby reducing the interference of the automatic comparison of the salient natural numbers. The findings indicated that success in the Juice test was higher than in the Drops test. Moreover, success in the Drops test was higher when performed after the Juice test. The current study suggests using modes of presentation that lead to problem spaces that direct students to use appropriate solution strategies, hence aiding them in overcoming difficulties. Using modes or orders of presentation could serve as important tools for educators in science and mathematics and could lead to higher academic achievements among their students.

Abstract

While expert vs. novice comparisons using fMRI revealed a link between executive function and expertise in scientific fields such as electricity and mechanics, it is still uncertain whether these functions are active components of the learning process, rather than its by-product. Using the Force Concept Inventory to track conceptual change, the aim of this study was to confirm that executive function is indeed relevant to this process. Data suggests that participants with higher executive function abilities, as approximated by the Wisconsin Card Sorting Test, are likely to make more progress toward conceptual changes in a 15-week physics course than participants with lesser abilities. This implies that executive function is solicited throughout the process of conceptual change, and not solely being used as a consequence of expertise.