Direct performance-based cognitive tests of executive functioning and real-world behavioral ratings by parents or teachers capture different aspects of functioning and exhibit only moderate correlation.

Sources and limits

Citation roles describe each study's relationship to this claim. Their counts do not measure evidence strength. This page reuses the published finding; it adds no new synthesis.

1. [1] Supports · 2017

   Do different types of executive function tests predict school success?

   Because the study was cross-sectional, it cannot prove that differences in executive functioning caused the differences in math or spelling achievement. The sample size was relatively small and consisted primarily of children from middle-class to high-socioeconomic families, meaning the findings might not apply to children from lower-income backgrounds or those with learning difficulties. Additionally, the study used non-verbal tasks to measure mental skills, which may underestimate the relationship between verbal executive functioning and spelling.

   Original paper

2. [2] Supports · 2015

   Comparing Two Ways to Measure Self-Control in Preschoolers

   This study cannot prove cause-and-effect because it relies on correlational data collected at a single point in time. Additionally, the results are limited to 5-years-old children in Spain, meaning they might not apply to younger preschoolers or different cultural contexts. Finally, the research did not assess other important elements of executive function, such as mental flexibility, planning, or emotional regulation.

   Original paper

Review and correction history

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