The Domain-Specificity of Domain-Generality: Attention, Executive Function, and Academic Skills

Autor/in	Wilkey, Eric D.
Titel	The Domain-Specificity of Domain-Generality: Attention, Executive Function, and Academic Skills
Quelle	In: Mind, Brain, and Education, 17 (2023) 4, S.349-361 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilkey, Eric D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12373
Schlagwörter	Attention; Executive Function; Neurology; Cognitive Processes; Academic Ability; Brain; Numeracy; Number Concepts + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Neurologie; Cognitive process; Kognitiver Prozess; Gehirn; Rechenkompetenz; Number concept; Zahlbegriff
Abstract	Attention and executive functions (EFs) play a critical role in academic skill development, including literacy and numeracy. Deficits in attention and EFs often accompany learning disorders, such as dyslexia and dyscalculia. Despite their well-established link, we lack a nuanced understanding of the specific neurobiological mechanisms that integrate the higher order cognitive processes of EFs (e.g., cognitive control) with the control of lower-level cognition related to domain-specific skills (e.g., processing numerical information). While attention and EFs have been identified as key factors in domain-specific cognition and learning, the focus on its domain-generality may hinder exploration of its domain-specific roots. Using the example of number processing, I detail a series of neuroimaging studies exploring how domain-specific mechanisms interact with domain-general processing. They suggest that a better understanding of the hierarchical nature of higher order control of lower-level processing is necessary to explain the relation between attention, EFs, and academic skills. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01