The first year in formal schooling improves working memory and academic abilities



Davidson C, Shing YL, McKay C, Rafetseder E & Wijeakumar S (2023) The first year in formal schooling improves working memory and academic abilities. Developmental Cognitive Neuroscience, 60, p. 101205.

Neurocognition and academic abilities during the period of 4 and 7 years of age are impacted by both the transition from kindergarten to primary school and age-related developmental processes. Here, we used a school cut-off design to tease apart the impact of formal schooling from age, on working memory (WM) function, vocabulary, and numeracy scores. We compared two groups of children with similar age, across two years: first-graders (FG), who were enrolled into primary school the year that they became eligible and kindergarteners (KG), who were deferred school entry until the following year. All children completed a change detection task while brain activation was recorded using portable functional near-infrared spectroscopy, a vocabulary assessment, and a numeracy screener. Our results revealed that FG children showed greater improvement in WM performance and greater engagement of a left-lateralized fronto-parietal network compared to KG children. Further, they also showed higher gains in vocabulary and non-symbolic numeracy scores. This improvement in vocabulary and non-symbolic numeracy scores following a year in primary school was predicted by WM function. Our findings contribute to a growing body of literature examining neurocognitive and academic benefits conferred to children following exposure to formal schooling.

Schooling; FNIRS; Vocabulary; Working memory

Developmental Cognitive Neuroscience: Volume 60

FundersJacobs Foundation
Publication date30/04/2023
Publication date online31/01/2023
Date accepted by journal26/01/2023
PublisherElsevier BV

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Dr Eva Rafetseder

Dr Eva Rafetseder

Senior Lecturer, Psychology

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