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. 2020 Feb 3;10:1683. doi: 10.1038/s41598-020-58409-5

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© The Author(s) 2020

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

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Results of the regression analyses of the Conceptual and Practical domains as reported by teachers. For both conceptual and practical skills, inhibition (HF) was added on the first step; inhibition plus flexibility (WCST) on the second step; and inhibition plus flexibility plus working memory (digit span) on the third step. (a) For conceptual abilities, inhibition predicted 28% of the variance, β = 0.45, p = 0.002; while flexibility explained the other 19%, β = −0.45, p = 0.002. (b) For practical abilities, inhibition predicted 18% of the variance, β = 0.36, p = 0.022; while flexibility explained the other 12%, β = −0.35, p = 0.026.