The present study investigated the role of attention EXECUTIVE FUNCTION (shifting, inhibition and updating) of working memory in predicting mathematic performance of second grade students. Therefore, 182 students from elementary schools of Tabriz city were selected by multistage sampling and completed Wisconsin Card Sorting Test, stroop task, Keep track task and math performance test. Results of stepwise multivariate regression analysis revealed that among attentional EXECUTIVE FUNCTION of working memory, inhibition was the strongest predictor in explaining variance of math. Hence, attentional EXECUTIVE FUNCTION of working memory as a cognitive activity in learning is essential. Thus, the capacity and performance of learners’ working memory have positive effects on efficiency of training process, designing and providing educational materials all of which aim to create, expand or facilitate learning and academic achievement.

Background and Aim: “EXECUTIVE FUNCTION” is a term describing the processes required for conscious control of thought, emotion, and action that have centered role in management of one's day-to-day life. The purpose of this study was to examine the relationship between EXECUTIVE FUNCTION and performance on selected linguistic tasks in persons with aphasia (PWA) and left frontal lobe lesions.Materials and Methods: Subjects were 12 right-handed, left hemisphere stroke patients and 12 normal adults as control group. Farsi aphasia test were administered to determine of persence and type of aphasia, as well as auditory comperehension(AC) and naming scors. Wisconsin Card Sort Test(WCST) and Tower Of London(TOL) were used to assess the EXECUTIVE FUNCTION skills of planning, working memory, mental flexibility, self monitoring, inhibition irrelevant behavior, shifting between concept and action.Results: The control group scored higher than the individuals with aphasia on the EXECUTIVE FUNCTION tests (P<0.001). In WCST there was not a significant correlation between the AC and category completed (CC) as well as preservative errors(PE). There was a significant correlation between the AC and total errors (TE) (p=0.02). There was a significant correlation between naming and CC (p=0.01) and TE (p=0.005). There was not a significant correlation when comparing the naming and PE (p=0.194). A comparison between naming scores and TOL showed a significant correlation (p=0.009). There was not a significant correlation between AC and TOL (p=0.113).Conclusion: This study showed that individuals with aphasia have cognition disorder, other than language disorder. If they have a good naming ability, patients' performance ontestsof EXECUTIVE FUNCTION will be better.