Evidence map›Paper›PMID 41056578›Full record

SynthesisJournal of experimental child psychology2026

School changes minds: A meta-analysis shows that schooling modestly improves children's executive functions.

Jamie Donenfeld, Mahita Mudundi, Erik Blaser, Zsuzsa Kaldy

Abstract readMeta-Analysis
In one paragraph

Synthesis in Journal of experimental child psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Jamie DonenfeldDepartment of Psychology, University of Massachusetts Boston, 100 William T. Morrissey Blvd. Boston, MA 02125-3393, USA. Electronic address: DonenfeldJamie@gmail.com.
Mahita MudundiDepartment of Psychology, University of Massachusetts Boston, 100 William T. Morrissey Blvd. Boston, MA 02125-3393, USA. Electronic address: Mudundi.Mahita@gmail.com.
Erik BlaserDepartment of Psychology, University of Massachusetts Boston, 100 William T. Morrissey Blvd. Boston, MA 02125-3393, USA. Electronic address: Erik.Blaser@umb.edu.
Zsuzsa KaldyDepartment of Psychology, University of Massachusetts Boston, 100 William T. Morrissey Blvd. Boston, MA 02125-3393, USA. Electronic address: Zsuzsa.Kaldy@umb.edu.

Funding

Cognitive effort and capacity in visual working memory developmentR15HD086658 · NICHD · UNIVERSITY OF MASSACHUSETTS BOSTON · PI BLASER, ERIK, KALDY, ZSUZSANNA · 2016 to 2020
$915k
The development of the trade-off between sampling and remembering the visual worldR15HD115244 · NICHD · UNIVERSITY OF MASSACHUSETTS BOSTON · PI BLASER, ERIK, KALDY, ZSUZSANNA · 2024 to 2024
$457k
NICHD NIH HHS R15 HD086658NICHD NIH HHS R15 HD115244
6 · The paper itself

Abstract

Formal schooling places new demands on young children, requiring the inhibition of prepotent responses, sustained attention to instructions, and completion of academic tasks. Does this intense 'training' enhance children's general cognitive abilities? Prior research exploits the arbitrary school entry cut-off date as a natural experiment, comparing same-age children in different grades. A schooling effect is noted when higher-grade children outperform age-matched peers in lower grades. However, evidence for this effect on executive functions remains mixed. Here, we use meta-analytic methods to quantify the schooling effect on executive functions for the first time. We identified 12 studies published between 1995 and 2023 (N≈ 1,611 children, age 4.5 to 9 years, approximately 51 % female), containing a total of 33 effect sizes. A random-effects model combining 14 effect sizes (after accounting for dependencies and exclusions) revealed a small, but robust, schooling effect on children's executive functions (g = 0.24, 95 % CI [0.13, 0.36]). This value provides an important reference point regarding the malleability of executive functions in early childhood.

Indexed as

Child DevelopmentExecutive FunctionSchoolsChildChild, PreschoolFemaleHumansInhibition, PsychologicalMaleCutoff designExecutive functionsMaturationMeta-analysisSchooling effect

Identifiers

PMID41056578
PMCPMC13137223

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.