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Showing 1 to 15 of 43 results Save | Export
Lisa Flook; Matthew J. Hirshberg; Lori Gustafson; Chad McGehee; Cara Knoeppel; Lawrence Y. Tello; Daniel M. Bolt; Richard J. Davidson – Grantee Submission, 2024
More research is needed to understand the effects of school-based mindfulness programs in the years before adolescence, which represent a critical juncture and transitional period of development. The present study investigated mindfulness with elementary school students using random assignment and objective measures. The sample included 292 5th…
Descriptors: Metacognition, Executive Function, Social Emotional Learning, Elementary School Students
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Xin-Xin Huang; Li-Zhen Zheng; Qin-Fang Qian; Yan Huang; Yan-Xia Wang; Ping Ou – Journal of Attention Disorders, 2025
Background: In addition to attention and hyperactivity problems, children with attention deficit hyperactivity disorder (ADHD) have poorer organizational skills needed to manage time and materials. This study examines the improvement of organizational skills in children with ADHD by studying organizational skills training (OST). Methods: This was…
Descriptors: Foreign Countries, Attention Deficit Hyperactivity Disorder, Organizational Development, Time Management
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Janina Eberhart; Franziska Schäfer; Donna Bryce – Metacognition and Learning, 2025
A metacognitive learner acts in a planful way, monitors their progress, flexibly adapts their strategies, and reflects on their learning. Unsurprisingly, a metacognitive approach to learning is an important predictor of children's academic performance and many attempts have been made to promote metacognition in young children. The current…
Descriptors: Metacognition, Intervention, Meta Analysis, Young Children
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Odelia van Stryp; Michael J. Duncan; Eileen Africa – Early Child Development and Care, 2024
Developing children's FMS and executive function is a critical aspect of early childhood. The aim was to evaluate the fundamental movement skills (FMS) and executive function. The objectives were to investigate the locomotor and object control skills as well as inhibitory control and working memory of the selected children. Grade 1 (6-8-years-old)…
Descriptors: Foreign Countries, Psychomotor Skills, Executive Function, Inhibition
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Carlotta Rivella; Clara Bombonato; Chiara Pecini; Andrea Frascari; Paola Viterbori – British Journal of Educational Technology, 2024
Previous research has demonstrated the effectiveness of executive functions (EFs) training, both in computer-based and school-based formats. However, there is limited research on the combined effects of these training modalities. This study aims to assess the feasibility and preliminary efficacy of an EFs training programme for primary school…
Descriptors: Executive Function, Training, Elementary School Students, Computer Assisted Instruction
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Dimitris Chatzopoulos; Eleni Mouchou-Moutzouridou; Panagiotis Papadopoulos; Georgios Katsanis; Vassilios Panoutsakopoulos – International Electronic Journal of Elementary Education, 2023
Active breaks (AB) are short periods of physical activity in the classroom. The purpose of this study was to compare the acute effects of 5-minute dance break with an aerobic and a sedentary group on the executive functions, math performance and enjoyment of elementary school children. A total of 67 children (10.41±.13 years) of three fifth grade…
Descriptors: Foreign Countries, Physical Activities, Dance, Executive Function
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Cai, Dan; Zhao, Jing; Chen, Zhijun; Liu, Di – Journal of Learning Disabilities, 2023
Executive function (EF) training has shown promise for remedying general EF deficiencies faced by students with mathematics difficulty (MD) and for improving their performance. However, latest research also suggests that the instant and sustained effects of EF training remain inconsistent. In this study, 32 Chinese students with MD, age 7 to 10…
Descriptors: Children, Elementary School Students, Executive Function, Training
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Rachel Schiff; Shani Levy-Shimon; Lior Oanunu Shashoua; Ayelet Sasson – Reading & Writing Quarterly, 2025
The objective of this study was to evaluate the impact of a multi-component homograph processing intervention complemented by Executive Function (EF) skills on the performance of struggling readers. The researchers focused on measuring improvements in literacy, metalinguistic abilities, cognitive/EF skills acquired during the intervention, and…
Descriptors: Program Effectiveness, Intervention, Reading Instruction, Reading Difficulties
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Moron, Victória Branca; Barbosa, Débora Nice Ferrari; Sanfelice, Gustavo Roese; Barbosa, Jorge Luis Victória; Leithardt, Daiana R. F.; Leithardt, Valderi Reis Quietinho – Education Sciences, 2022
Studies show that executive functions and motor development are associated with each other and with learning ability. A more technological lifestyle combined with digital culture should be considered a viable alternative to stimulate children's development. Therefore, this study aimed to present a systematic mapping of the literature involving…
Descriptors: Executive Function, Motor Development, Correlation, Video Games
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Ilik, Serife Senay – International Journal of Progressive Education, 2021
This study aims to examine the effect of attention and coping skills training on the improvement of attention and coping skills of inclusive students with Attention Deficit and Hyperactivity Disorder. It was conducted through the mixed method by using the quantitative and qualitative methods together. This study was conducted with the permission…
Descriptors: Attention, Coping, Attention Deficit Hyperactivity Disorder, Skill Development
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Valencia-Ortiz, Andrómeda I.; Padilla-López, Alfredo; González-Osornio, Guadalupe – Electronic Journal of Research in Educational Psychology, 2022
Introduction: The social context can influence the biological maturation process, favoring or damaging the functioning of the nervous system. The impact of the environment on the frontal lobe is of great relevance since the so-called Executive Functions (EF) are developed there. EFs are in charge of planning, anticipating, executing behavior and…
Descriptors: Student Experience, Executive Function, Teaching Methods, Intervention
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Kelly B. Cartwright; Sierra R. Palian – Educational Psychologist, 2024
Theoretical perspectives within disciplinary fields are often characterized by initially dichotomous frameworks that become more integrative over time. Indeed, popular discourse on the Science of Reading emphasizes dichotomous contributions of word reading and language comprehension to reading. Yet, these skill sets are inherently complex,…
Descriptors: Executive Function, Reading Instruction, Grade 1, Grade 2
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Mariage, Troy V.; Englert, Carol Sue; Plavnick, Joshua B. – Focus on Autism and Other Developmental Disabilities, 2021
Many individuals with autism spectrum disorder (ASD) can effectively decode and read words fluently, but have significantly below-average understanding of text. Following written directions may hold unique potential as it requires a reader to convert a written text into a goal-directed and observable performance. The present data-based case study…
Descriptors: Autism, Pervasive Developmental Disorders, Reading Comprehension, Written Language
Mark Bjornsen – ProQuest LLC, 2021
Objectives: There were three aims in conducting this pilot study. First, determine the Plus Minus Task assessment's reliability to measure the executive function of shifting. Second, determine the feasibility and acceptability of CPAB by students and teachers. Third, determine the preliminary dose-response of acute physical activity on shifting in…
Descriptors: Executive Function, Physical Activity Level, Program Effectiveness, Elementary School Students
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Looney, Lisa; Wong, Eugene H.; Rosales, Kevin P.; Rosales, Florissell; Tirado, Gisselle – School Psychology International, 2023
Considerable research has documented the impact of teacher perceptions on students' academic-related outcomes (e.g., classroom performance). This body of literature clearly shows that teacher perceptions (resulting from direct interactions with students) can have both positive and negative effects with respect to student behaviors and experiences…
Descriptors: Teacher Attitudes, Short Term Memory, Executive Function, Academic Achievement
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