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Direct linkZachary S. Gold; Yasmina Bayoun; Nina Howe; Kristen A. Dunfield – Early Education and Development, 2024
Research Findings: There are sparse data on children's use of executive function (EF) and spatial skills in block play. However, there are important implications for studying EF and spatial skills with blocks across cultures, especially regarding best practices for supporting social-cognitive development in under-resourced populations and…
Descriptors: Toys, Cross Cultural Studies, Play, Preschool Children
Bosiljka Milosavljevic; Caylee J. Cook; Tijan Fadera; Giulia Ghillia; Steven J. Howard; Hleliwe Makaula; Ebrima Mbye; Samantha McCann; Rebecca Merkley; Mbulelo Mshudulu; Mariama Saidykhan; Ebou Touray; Nosibusiso Tshetu; Clare Elwell; Sophie E. Moore; Gaia Scerif; Catherine E. Draper; Sarah Lloyd-Fox – Developmental Science, 2024
Executive functions (EFs) in early childhood are predictors of later developmental outcomes and school readiness. Much of the research on EFs and their psychosocial correlates has been conducted in high-income, minority world countries, which represent a small and biased portion of children globally. The aim of this study is to examine EFs among…
Descriptors: Executive Function, Environmental Influences, Predictor Variables, Preschool Children
Polyanskaya, Irina; Eigsti, Inge-Marie; Brauner, Torben; Blackburn, Patrick – Journal of Autism and Developmental Disorders, 2022
This study investigates the role of recursive language and working memory (WM) in second-order false belief skills in Danish-speaking children with autism spectrum disorder (ASD; n = 62; 8 females) and typical development (n = 41; 15 females), ages 6-16. Second-order false belief skills correlated with receptive grammar, vocabulary, and age;…
Descriptors: Language Skills, Autism, Pervasive Developmental Disorders, Short Term Memory
Dutra, Natália B.; Chen, Lydia; Anum, Adote; Burger, Oskar; Davis, Helen E.; Dzokoto, Vivian A.; Fong, Frankie T. K.; Ghelardi, Sabrina; Mendez, Kimberly; Messer, Emily J. E.; Newhouse, Morgan; Nielsen, Mark G.; Ramos, Karlos; Rawlings, Bruce; dos Santos, Renan A. C.; Silveira, Lara G. S.; Tucker-Drob, Elliot M.; Legare, Cristine H. – Developmental Science, 2022
Self-regulation is a widely studied construct, generally assumed to be cognitively supported by executive functions (EFs). There is a lack of clarity and consensus over the roles of specific components of EFs in self-regulation. The current study examines the relations between performance on (a) a self-regulation task (Heads, Toes, Knees Shoulders…
Descriptors: Executive Function, Self Control, Short Term Memory, Visual Perception
Yamamoto, Noriko; Imai-Matsumura, Kyoko – European Journal of Psychology of Education, 2023
Japan's Social Thinking and Academic Readiness Training (START) program Academic Readiness (AR) lesson aims to improve self-regulation, executive function, and behavior problems in kindergarten children, but the effects of the START program AR lessons in unfavorable circumstances are unclear. Therefore, this study investigated the effects of the…
Descriptors: Foreign Countries, Executive Function, Training, Kindergarten
Oh, Julie H. J.; Bertone, Armando; Luk, Gigi – International Journal of Bilingual Education and Bilingualism, 2023
Children develop their language capacities and executive functions (EF) throughout their school-aged years. Research has shown that bilingual children show different patterns of EF performance when compared to their monolingual counterparts. However, it is less clear how variations in children's multilingual experiences associate with variation in…
Descriptors: Children, Adolescents, Multilingualism, Experience
Suppalarkbunlue, Warabud; Chutabhakdikul, Nuanchan; Lertladaluck, Kanda; Moriguchi, Yusuke – Journal of Research in Childhood Education, 2023
Executive function (EF) is an early cognitive skill that rapidly develops during the preschool years. One of the common EF issues in young children is inhibitory control. This study investigates the impact of music-movement activities on children's inhibitory control. We designed the music-movement training (MMT) program for preschoolers to…
Descriptors: Executive Function, Inhibition, Preschool Children, Preschool Education
Veldman, Sanne L. C.; Hammersley, Megan L.; Howard, Steven J.; Stanley, Rebecca M.; Okely, Anthony D.; Jones, Rachel A. – Australasian Journal of Early Childhood, 2023
This study aimed to examine associations between gross motor skills and executive functions (EF) in a large sample of Australian preschool-aged children. Of 566 children (mean age = 3.2 ± 0.4 years, 51.2% girls), locomotor, object control, and total skill competence were significantly associated with visual spatial working memory and inhibition (p…
Descriptors: Psychomotor Skills, Self Management, Self Control, Executive Function
Reed, Phil – Autism: The International Journal of Research and Practice, 2023
This study examined whether set-shifting ability for children with autism spectrum disorder without intellectual disability would be affected differentially by verbal or nonverbal feedback as the outcome of previous research tentatively suggests that verbal feedback may lead to slower set-shifting. Overall, 56 children participated (42 male; 14…
Descriptors: Autism Spectrum Disorders, Verbal Communication, Feedback (Response), Nonverbal Communication
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
Download full textMirjam de Vreeze-Westgeest; Sara Mata; Francisca Serrano; Wilma Resing; Bart Vogelaar – European Journal of Psychology and Educational Research, 2023
The current study aimed to investigate the effectiveness of an online dynamic test in reading and writing, differentiating in typically developing children (n = 47) and children diagnosed with dyslexia (n = 30) aged between nine and twelve years. In doing so, it was analysed whether visual working memory, auditory working memory, inhibition,…
Descriptors: Computer Assisted Testing, Reading Tests, Writing Tests, Executive Function
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
Xian Liao; Pengfei Zhao – Written Communication, 2024
Integrated writing (i.e., writing from sources) being a complex process, requires various linguistic and cognitive skills interacting with each other in a dynamic way. While recent studies have increasingly documented that writing processes are driven by a suite of cognitive abilities named executive function (EF), their roles in a literacy…
Descriptors: Foreign Countries, Executive Function, Writing Exercises, Writing Skills
Leher Singh – Journal of Cognition and Development, 2024
This article serves as an introduction to the Special Issue on "Decolonizing and Diversifying Research in Cognitive Development." The Special Issue comprises six articles: two articles are empirical articles that focus on executive function development in under-represented environments, two articles address barriers pathways toward…
Descriptors: Decolonization, Cognitive Development, Theory Practice Relationship, Research and Development
José-Pablo Escobar; Alejandra Meneses; Evelyn Hugo; Ana Taboada Barber; Maximiliano Montenegro – Journal of Research in Reading, 2024
Background: Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain-general and reading-specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking…
Descriptors: Reading Comprehension, Reading Fluency, Academic Language, Vocabulary Development
