Shifting ability predicts math and reading performance in children: A meta-analytical study

Empirical evidence on the association between the shifting component of executive functioning and academic performance is equivocal. In two meta-analyses children's shifting ability is examined in relation to their performance in math (k=18, N=2330) and reading (k=16, N=2266). Shifting ability was significantly and equally associated with performance in both math (r=.26, 95% CI=.15-.35) and reading (r=.21, 95% CI=.11-.31). Intelligence was found to show stronger associations with math and reading performance than shifting ability. We conclude that the links between shifting ability, academic skills, and intelligence are domain-general. (C) 2012 Elsevier Inc. All rights reserved.