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Response suppression, strategy application, and working memory in the pbkp_rediction of academic performance and classroom misbehavior: A neuropsychological approach

Abstract:

Background: Neurological illness can produce a disorganization of behavior, including verbal disinhibition, despite apparent preserved intelligence. Neuropsychological tests of such behavioral control mechanisms may pbkp_redict real-world performance of healthy people, such as success or misbehavior in educational contexts. Method: In two separate studies, we examined how the Hayling Test of verbal response suppression pbkp_redicts grades and classroom misbehavior. Results: Verbal suppression errors and spontaneous strategy use were significant pbkp_redictors of undergraduate grades. Using a modified version of the Hayling Test designed to reduce strategic responding with high school students (mean age 16), higher grades were pbkp_redicted by shorter response suppression latencies and better working memory scores, and classroom misbehavior was pbkp_redicted by lower working memory scores. Conclusion: Verbal response suppression and spontaneous strategy use, both closely linked to disorganized behavior in neuropsychological patients, pbkp_redict academic achievement but seem unrelated to classroom misbehavior, which is associated with weakness in working memory.