Computational Thinking Training and Its Effects on Working Memory, Flexibility, and Inhibition: Controlled Trial in Fifth-Grade Children

Cognitive Science, Educational Science, and Computer Science. The dominant paradigm is the cognitive development framework, specifically focused on executive functions, intertwined with the emerging paradigm of computational thinking in educational settings.

This research firmly sits within the normal science stage. It operates under the established paradigm of cognitive development, investigating the widely accepted construct of executive functions. The study explores the impact of a computational thinking intervention on these functions. While computational thinking is a relatively new area, the research methodology and hypotheses testing adhere to the established norms of scientific inquiry within cognitive science. It seeks to expand the existing knowledge within the paradigm rather than challenge or replace it. There's no evidence suggesting a paradigm shift, model crisis, or revolution. The study contributes to the ongoing "puzzle-solving" activity characteristic of normal science by exploring specific effects and relationships within the existing framework. It does not propose alternative theoretical models or challenge the fundamental assumptions of the field. Therefore, normal science is the most appropriate classification.