In this paper, we decompose selective sustained attending behavior into components of continuous attention maintenance and attentional transitions and study how each of these components develops in young children. Our results in two experiments suggest that changes in children's ability to return attention to a target locus after distraction…

This cross-sectional study explored the relationship between 24-hour movement behaviors and executive function (EF) in preschool children. A total of 426 Han Chinese preschoolers (231 males; 3.8 ± 0.6 years old) from Zhuhai, Guangdong Province, China were selected from October 2021 to December 2021. Accelerometers were used to measure physical…

This study examined the longitudinal associations of various executive function components with subsequent psychiatric problems in Chinese school-age children. Data from 1,639 children (44.36% girls) ages 6-13 years were drawn from the Children School Functions and Brain Development project. Executive function components were assessed by the…

Recent work has probed the developmental mechanisms that promote fair sharing. This work investigated 2.5- to 5.5-year-olds' (N = 316; 52% female; 79% White; data collected 2016-2018) sharing behavior in relation to three cognitive correlates: number knowledge, working memory, and cognitive control. In contrast to working memory and cognitive…

Parenting has a prominent role in predicting children's externalizing behaviors (EB). Although parenting behavior has been shown by prior research to mediate the relationship between parenting self-efficacy (PSE) as the cognitive aspect of parenting and child EB, the role of children's cognitive aspects in the relationship is not yet well…

This study examines the extent to which iron deficiency in infancy contributes to adverse neurocognitive and educational outcomes in young adulthood directly and indirectly, through its influence on verbal cognition and attention problems in childhood. Young adults (N = 1,000, M age = 21.3 years, 52% female; of Spanish or indigenous descent) from…

Recent research has indicated that science-based achievement gaps open early in children's educational careers and are explained largely by malleable factors. Two potentially important variables to consider include children's executive function (EF) and learning-related behaviors exhibited in the classroom. These variables have been identified as…

High comorbidity rates between reading disorder (RD) and mathematics disorder (MD) indicate that, although the cognitive core deficits underlying these disorders are distinct, additional domain-general risk factors might be shared between the disorders. Three domain-general cognitive abilities were investigated in children with RD and MD:…

This large-scale study examined the development of time-based prospective memory (PM) across childhood and the roles that working memory updating and time monitoring play in driving age effects in PM performance. One hundred and ninety-seven children aged 5 to 14 years completed a time-based PM task where working memory updating load was…

Executive functions (EFs) involve a number of interconnected systems that, when compromised, can result in difficulties that affect a child's ability to perform tasks across early childhood settings, including the home and community-based settings. In retrospective research studies, researchers have found that a young child's…

Background: Neuroimaging findings have provided evidence for a relation between variations in brain structures and Attention Deficit/Hyperactivity Disorder (ADHD). However, longitudinal neuroimaging studies are typically confined to children who have already been diagnosed with ADHD. In a population-based study, we aimed to characterize the…

This study explored the cognitive and behavioral profiles of children with working memory impairments. In an initial screening of 3,189 five- to eleven-year-olds, 308 were identified as having very low working memory scores. Cognitive skills (IQ, vocabulary, reading, and math), classroom behavior, and self-esteem were assessed. The majority of the…

The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems…

We examined how maternal strategic behaviors during a mother-child collaborative sort-recall task of categorically similar items related to children's recall and children's strategic behavior in a sort-recall task that they completed independently. Mother-child dyads participated in the collaborative sort-recall task when children were 40 months…

This study examined children's tendency to confuse events that varied in source similarity, which was manipulated using different media of event presentation. In Experiment 1, children in two age groups (3- and 4-year-olds and 5- and 6-year-olds) experienced a live presentation of an event, and another event was either heard from a story (low…