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Chaku, Natasha; Barry, Kelly; Fowle, Jillianne; Hoyt, Lindsay Till – Developmental Science, 2022
Executive functioning (EF) is fundamental to positive development. Yet, little is known about how to best characterize constellations of EF skills that may inform disparate associations between EF and behavior during adolescence. In the current study, cross-validated latent profile analysis (LPA) was used to derive profiles of EF based on measures…
Descriptors: Adolescents, Executive Function, Gender Differences, Males
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Rossignoli-Palomeque, Teresa; Perez-Hernandez, Elena – Journal of Psychoeducational Assessment, 2022
Executive functions (EFs) refer to a set of cognitive skills used to achieve goals and adapt to novelty and social situations. These cognitive skills strongly impact people's daily lives. Hence, assessing these skills is important for an early intervention to address their lack if need be. Nevertheless, relevant scientific literature reports…
Descriptors: Test Validity, Executive Function, Children, Adolescents
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Tiffany Wu; Christina Weiland; Meghan McCormick; JoAnn Hsueh; Catherine Snow; Jason Sachs – Grantee Submission, 2024
The Hearts and Flowers (H&F) task is a computerized executive functioning (EF) assessment that has been used to measure EF from early childhood to adulthood. It provides data on accuracy and reaction time (RT) across three different task blocks (hearts, flowers, and mixed). However, there is a lack of consensus in the field on how to score the…
Descriptors: Scoring, Executive Function, Kindergarten, Young Children
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Anna J. Esbensen; Emily K. Schworer; Nancy R. Lee; Emily K. Hoffman; Kaila Yamamoto; Deborah Fidler – American Journal on Intellectual and Developmental Disabilities, 2024
This study evaluated the appropriateness of scoring the Behavior Rating Inventory of Executive Function--Preschool (BRIEF-P) using age-equivalent scores generated from multiple measures of cognition and language among school-age children with Down syndrome (DS). Subscale T scores for 95 children with DS were contrasted using standard scoring on…
Descriptors: Elementary School Students, Preschool Tests, Down Syndrome, Behavior
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Yelim Hong; Christina M. Bertrand; Kirby Deater-Deckard; Cynthia L. Smith; Martha Ann Bell – Developmental Psychology, 2024
The authors examined task-based (i.e., executive function), surveyed (i.e., effortful control), and physiological (i.e., resting cardiac respiratory sinus arrhythmia [RSA]) measures of child and maternal regulation as distinct moderators of longitudinal bidirectional links between child externalizing (EXT) behaviors and harsh parenting (HP) from 6…
Descriptors: Child Rearing, Parenting Styles, Self Control, Correlation
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Afnan Khoury-Metanis; Asaid Khateb – Reading and Writing: An Interdisciplinary Journal, 2024
Fine motor skills (FMS) are among the most studied nonlinguistic factors influencing early literacy acquisition. Although developmental studies have often supported the presence of a relationship between FMS and emergent literacy, the underlying mechanisms have not always been adequately explored. In this study, we used structural equation…
Descriptors: Psychomotor Skills, Kindergarten, Grade 1, Spelling
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Wing Kai Fung; Kevin Kien Hoa Chung – Journal of Creative Behavior, 2024
This study examined the direct and indirect relationships between playfulness (social and cognitive spontaneity), executive functions, convergent thinking, divergent thinking, and academic skills in Hong Kong Chinese kindergarten children. Participants were 181 second-year (4 to 5 years) kindergarten children (45.9% boys) and their parents.…
Descriptors: Foreign Countries, Young Children, Kindergarten, Convergent Thinking
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Stijn Van Der Auwera; Bert De Smedt; Joke Torbeyns; Lieven Verschaffel – European Journal of Psychology of Education, 2024
In recent years, an increasing number of studies have examined the association between mathematical abilities and executive functions (EFs). However, it remains unknown via which mechanisms' mathematical performance is associated with EFs. The current study examined the associations of overall task proficiency, strategy selection, and strategy…
Descriptors: Executive Function, Decision Making, Subtraction, Mathematics Instruction
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Adrienne D. Woods; June L. Jiao; Paul L. Morgan; Orfeu M. Buxton – Infant and Child Development, 2024
In this registered report, we evaluated how sleep is related to school functioning. Using data from the Future of Families and Child Wellbeing Study (N = 3002), we evaluated a series of structural equation models evaluating whether sleep at age 5 has a direct or indirect effect on academic achievement, executive function and classroom behaviour at…
Descriptors: Sleep, Academic Achievement, Executive Function, Data Analysis
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Thomas F. Camminga; Daan Hermans; Eliane Segers; Constance T. W. M. Vissers – Autism & Developmental Language Impairments, 2024
Background and aims: Many children with developmental language disorder (DLD) have difficulties in executive functioning (EF) and theory of mind (ToM). These difficulties might be explained by the theory that children's conceptual understanding changes over five stages of word meaning structure, from concrete and context-dependent to abstract and…
Descriptors: Language Impairments, Developmental Delays, Preadolescents, Children
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Nomthandazo Buthelezi; Nonhlanhla Desiree Maseko – Bulgarian Comparative Education Society, 2024
The transition plan for learners with learning disabilities is a critical aspect that involves various key components. This paper focuses on the importance of transition planning in facilitating the successful integration of such learners into a special class, highlighting the benefits of family, school, and community partnerships. The plan…
Descriptors: Foreign Countries, Learning Disabilities, Transitional Programs, Individualized Transition Plans
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Sonja Kälin; Niamh Oeri – International Journal of Behavioral Development, 2024
Executive functions (EF) and task persistence are key factors in academic development. However, EF and persistence have rarely been examined together, and it remains unclear whether these two constructs are independently related to intellectual development. The present study addressed this gap by examining whether EF and persistence in…
Descriptors: Executive Function, Kindergarten, Young Children, Mathematics Achievement
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Fernandez-Prieto, Montse; Moreira, Célia; Cruz, Sara; Campos, Vânia; Martínez-Regueiro, Rocío; Taboada, Maria; Carracedo, Angel; Sampaio, Adriana – Journal of Autism and Developmental Disorders, 2021
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social interaction, executive functioning, sensory-perceptual abilities and behaviour, such as anxious/depressed states, attention problems, aggression, or somatic complains. However, the dynamic relationship between these dimensions remains to be…
Descriptors: Executive Function, Autism, Pervasive Developmental Disorders, Behavior
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Taylor, Christa L.; Zaghi, Arash E. – Journal of Creative Behavior, 2021
The current study addresses gaps in our understanding of the relationship between creative cognition, intelligence (IQ), and executive functioning (EF). Undergraduate students completed an IQ test, verbal and figural divergent thinking (DT) tests, and a self-assessment of EF, across four study sessions. Participant data (N = 199) were analyzed…
Descriptors: Creative Thinking, Executive Function, Intelligence Quotient, Correlation
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Phan, Lee; Tariq, Alina; Lam, Garbo; Pang, Elizabeth W.; Alain, Claude – Journal of Autism and Developmental Disorders, 2021
Semantic processing impairments are present in a proportion of individuals with autism spectrum disorder (ASD). Despite the numerous imaging studies investigating this language domain in ASD, there is a lack of consensus regarding the brain structures showing abnormal pattern of activity. This meta-analysis aimed to identify neural activation…
Descriptors: Autism, Pervasive Developmental Disorders, Semantics, Language Processing
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