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Updating and Not Shifting Predicts Learning Performance in Young and Middle‐Aged Adults
Author(s) -
Gijselaers Hieronymus J. M.,
Meijs Celeste,
Neroni Joyce,
Kirschner Paul A.,
de Groot Renate H. M.
Publication year - 2017
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12147
Subject(s) - predictive value , test (biology) , cognition , psychology , effects of sleep deprivation on cognitive performance , observational study , machine learning , computer science , artificial intelligence , statistics , mathematics , medicine , paleontology , neuroscience , biology
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.