Objective: To explore the central executive function of adolescents with learning disabilities.

This dissertation uses latent variable analysis to measure the relationship between general intelligence and the sub-components of four cognitive abilities which includs working memory, short-term memory, central executive and processing speed, in order to explore the structure of general intelligence (g) more microcosmically.

Compared to their IQ-matched normal peers, children with arithmetical difficulties suffer deficits of phonological processing speed, short-term memory, working memory (WM) and its subsystem of the central executive.

As a core part of working memory, central executive functions take charge of control and coordination of the info.

This paper explores the relation between working memory capacity (WMC), the three sub-components of executive function (EF), reasoning ability and academic achievements of college students.

The influence of central executive of working memory on arithmetic cognitive strategies of 113 children in primary 2 by using dual-task paradigm was explored.

Compared to the phonological loop and the visuospatial sketch pad, the central executive may have a key role in children s arithmetic cognition.