Author(s)

Guangxin Li ¹, Dehu Wang ¹, Jiacheng Gao ^2,3

Affiliation(s)

¹ School of Educational Science, Xinjiang Normal University, Urumqi, China
² Department of Psychology, School of Social Development and Public Policy, Fudan University, Shanghai, China
³ Xinjiang Key Laboratory of Mental Development and Learning Science, School of Psychology, Xinjiang Normal University, Urumqi, China

Corresponding Author

Jiacheng Gao

ABSTRACT

This study investigates the influence of central executive functions(CEFs) on the writing abilities of fourth-grade students in Xinjiang. The results highlight that the updating function is the most significant component of CEF in improving writing ability. Specifically, updating positively impacts writing fluency, accuracy, and all aspects of teacher evaluations. These findings underscore the importance of incorporating cognitive function assessments into elementary education to identify cognitive developmental delays early and implement timely interventions. Such efforts can effectively reduce the prevalence of writing difficulties.

KEYWORDS

Central executive function, updating, writing, primary school student

CITE THIS PAPER

Guangxin Li, Dehu Wang, Jiacheng Gao, The Effect of Central Executive Functions on Writing Ability among Primary School Students in Xinjiang. Curriculum and Teaching Methodology (2025) Vol. 8: 49-55. DOI: http://dx.doi.org/10.23977/curtm.2025.080908.

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Sponsors, Associates, and Links

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• Advances in Educational Technology and Psychology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education