A study published in the Proceedings of the National Academy of Sciences indicates that executive functions, crucial for behavioral regulation, may not be innate human traits. The research involved children from both schooled environments in the U.K. and Bolivia and unschooled communities in the Kunene region of Africa. Findings revealed that children with little or no formal schooling exhibited significantly different executive function capabilities than their schooled peers, indicating that such cognitive functions are reliant on formal educational experiences rather than being intrinsic to human cognition.
Researchers found that children in areas without formal schooling demonstrated significantly lower levels of executive functions compared to their schooled peers, suggesting education shapes cognitive development.
The study challenges the traditional understanding of executive function as an innate human trait, emphasizing its dependence on the context of formal education.
#executive-function #cognitive-development #formal-schooling #education-impact #cross-cultural-study
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