University of Oulu

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

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

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Author: Gijselaers, Hieronymus J. M.1; Meijs, Celeste1; Neroni, Joyce1;
Organizations: 1Welten Institute—Research Centre for Learning, Teaching and Technology, Open University of the Netherlands
2Learning and Educational Technology Research Unit, University of Oulu
3Department of Complex Genetics, School for Nutrition, Toxicology and Metabolism (NUTRIM) / Faculty of Health, Medicine and Life Sciences, Maastricht University
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.2 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe201801121321
Language: English
Published: John Wiley & Sons, 2017
Publish Date: 2018-01-12
Description:

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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Series: Mind, brain, and education
ISSN: 1751-2271
ISSN-E: 1751-228X
ISSN-L: 1751-2271
Volume: 11
Issue: 4
Pages: 190 - 200
DOI: 10.1111/mbe.12147
OADOI: https://oadoi.org/10.1111/mbe.12147
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Copyright information: © 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.
  https://creativecommons.org/licenses/by-nc-nd/4.0/