Developing academic skills and cognitive abilities is critical for children's development. In this article, we review evidence from recent research on the bidirectional relations between academic achievement and cognitive abilities. Our findings suggest that (a) reading/mathematics and cognitive abilities (i.e., working memory, reasoning, and executive function) predict each other in development, (b) direct academic instruction positively affects the development of reasoning, and (c) such bidirectional relations between cognitive abilities and academic achievement seem weaker among children with disadvantages (e.g., those with special needs or low socioeconomic status). Together, these findings are in line with the theory of mutualism and the transactional model. They suggest that sustained and high‐quality schooling and education directly foster children's academic and cognitive development, and may indirectly affect academic and cognitive development by triggering cognitive‐academic bidirectionality.

中文翻译：

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学业成绩和认知能力的发展：双向视角

发展学术技能和认知能力对儿童的发展至关重要。在本文中，我们回顾了最近关于学术成就和认知能力之间双向关系的研究的证据。我们的研究结果表明（a）阅读/数学和认知能力（即工作记忆、推理和执行功能）在发展中相互预测，（b）直接的学术指导对推理的发展产生积极影响，以及（c）这种双向处于不利地位的儿童（例如，有特殊需要或社会经济地位低的儿童）的认知能力和学业成就之间的关系似乎较弱。总之，这些发现符合互惠主义理论和交易模型。