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Cognition and cognizance in preschool predict school achievement in primary school

A. Demetriou,Elena Kazali,Smaragda Kazi,G. Spanoudis

Published 2020 in Cognitive Development

ABSTRACT

Abstract This study explored how attention control, working memory, reasoning, and awareness of cognitive processes from 4 to 6 years of age predict school performance four years later, in primary school. Both general cognitive ability and developmental momentum to change from first to second testing predicted school performance highly (42% of variance). Of the various processes in preschool, attention control, working memory, and change in the awareness of the origins of knowledge (perceptual/inferential awareness and ToM), but not reasoning, were strong predictors of academic performance in primary school. The results, in combination with other similar studies focusing on older age periods, support a developmental priority model postulating that cognitive predictors of school achievement vary with development, according to the dominant cognitive processes attained in each developmental phase.

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