The Effect of Central Executive Load on Fourth and Sixth Graders’ Use of Arithmetic Strategies

In the present study, we set out to investigate whether and how central executive load constrains the strategies that children use during arithmetic processing. Using a dual-task paradigm accompanied by the choice/no-choice method, we tested 233 children (115 6(th) graders, 118 4(th) graders). Results showed that the impact of central executive load on reaction times and accuracy scores related to strategy use increased with the magnitude of the demands of the central executive, with central executive load playing an important role in strategy use. Sixth graders performed better than 4(th) graders in the application of appropriate strategies. Children’s adaptability with respect to strategy choice was affected by the type and magnitude of the central executive load; children showed better adaptability under the no-load condition and the inconsistent/low load condition than under conditions with greater load. Grade level affected children’s adaptability with respect to strategy choice, with 6(th) graders exhibiting significantly better performance than 4(th) graders. These results confirm that the development of central executive skills contributes to children’s overall strategy use and adaptability. These findings have important implications for understanding the category specificity of central executive working memory in arithmetic cognition and the mechanisms of strategy development in childhood.