Problems with executive functions (EF) are hallmark characteristics of Attention Deficit/Hyperactivity Disorder (ADHD). Therefore, this review analyzed the efficacy of cognitive training for EF in reducing ADHD symptomatology and improving educational, interpersonal, and occupational outcomes in children and adolescents with[...]

The aim of the present study was to investigate the contribution of working memory and verbal ability (measured by vocabulary) to mathematical skills in children. A sample of 206 seven- and eight-year-olds was administered tests of these cognitive skills. A[...]

There is growing evidence for the relationship between working memory and academic attainment. The aim of the current study was to investigate whether working memory is simply a proxy for IQ or whether there is a unique contribution to learning[...]

The purpose of the present study was to compare the predictive power of working memory and IQ in children identified as having learning difficulties. The term “working memory” refers to the capacity to store and manipulate information in mind for[...]

Background Today, computational thinking (CT), which is considered to be a form of literacy, has taken its place in the ICT curriculum of many countries at the K‐12 level. Therefore, there is a need for more evidence with regards to[...]

Computational thinking and coding are thinking skills that are recently expected to be acquired by elementary school children as the era of the industrial revolution 4.0 requires students to be familiar with the use of technology. In some developed countries,[...]

Non-cognitive skills, such as motivation and self-regulation, are partly heritable and predict academic achievement beyond cognitive skills. However, how the relationship between non-cognitive skills and academic achievement changes over development is unclear. The current study examined how cognitive and non-cognitive[...]