The role of executive functions in academic competences: an analytical review

Abstract

Infancy is a critical period of growth regarding the development of fundamental cognitive processes for the acquisition of different social and academic abilities. Among these processes, diverse studies have demonstrated the central role of Executive Functions (EF) in the emergence and development of mathematical skills, comprehensive reading and writing. The present work provides an analytical review of the link between the EF and learning in school-age children by means of a comprehensive scheme which demonstrates the dynamic and selective association among the executive components (i.e., working memory, inhibition, cognitive flexibility, planning and fluency) and the different academic skills. Clinical and educational implications of this analysis are discussed for further diagnosis, evaluation and intervention for children with school learning difficulties. These contributions are expected to favor the design of strategies oriented towards the stimulation of executive and academic skills in the school or family settings.