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Peer reviewed
Direct linkJustin Russotti; Cory R. Platts; Melissa L. Sturge-Apple; Patrick T. Davies; Morgan J. Thompson – Developmental Psychology, 2024
There is a well-documented interdependency between destructive interparental conflict (IPC) and parenting difficulties (i.e., spillover effect), yet little is known about the mechanisms that "carry" spillover between IPC and parenting. Guided by a cascade model framework, the current study used a longitudinal, multimethod,…
Descriptors: Parents, Preschool Children, Conflict, Problems
Linghui Chu; Gail E. Joseph – International Journal of Bilingual Education and Bilingualism, 2024
The study sought to understand the general trajectory of children's executive function, as well as whether there was heterogeneity among monolingual English-speaking and dual language learning children in their growth of executive function. In addition, the study examined whether monolingual English-speaking and dual language learning children…
Descriptors: Executive Function, English (Second Language), English, Monolingualism
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
Lillie Moffett; Christina Weiland; Meghan P. McCormick; JoAnn Hsueh; Catherine Snow; Jason Sachs – Grantee Submission, 2024
Research Findings: Prior research has demonstrated the importance of young children's executive functioning (EF) skills for their success in schooling and beyond. However, the field lacks an understanding of how children's EF skills manifest in context. In the present study, we relate children's classroom off-task behavior to their EF skills.…
Descriptors: Academic Achievement, Preschool Children, Time on Task, Executive Function
Black, Stephanie C.; Bender, Angela D.; Whitney, Susannah J.; Loft, Shayne; Visser, Troy A. W. – Applied Cognitive Psychology, 2022
Increasingly higher demands are being made on the capacity-limited cognitive capabilities of human operators as they strive to maintain situation awareness (i.e., understanding "what is going on") and performance in complex tasks. In the current study we asked whether: (a) training administered via a mobile phone-based app could improve…
Descriptors: Time Management, Executive Function, Difficulty Level, Performance
Baron, Lauren S.; Arbel, Yael – Perspectives of the ASHA Special Interest Groups, 2022
Purpose: Many children with developmental language disorder (DLD) also have difficulty with executive function. The presence of co-occurring deficits in language and executive function can obscure assessment results and lead to the implementation of ineffective interventions. It is also the case that inner speech, or the use of self-directed…
Descriptors: Inner Speech (Subvocal), Executive Function, Developmental Disabilities, Language Impairments
Longobardi, Emiddia; Spataro, Pietro; Morelli, Mara; Laghi, Fiorenzo – Early Child Development and Care, 2022
The present study examined the way in which behavioural difficulties in cool and hot EFs relate to measures of cognitive and affective ToM in preschoolers. A total of 144 children between 35 and 71 months were assessed with a first-order false-belief task (measuring cognitive ToM), the Test of Emotion Comprehension (measuring affective ToM) and a…
Descriptors: Executive Function, Theory of Mind, Short Term Memory, Preschool Children
Tschida, Jessica E.; Yerys, Benjamin E. – Autism: The International Journal of Research and Practice, 2022
Executive function challenges are commonly reported in the home setting for children with an autism spectrum disorder diagnosis (hereafter, autism), but little is known about these challenges in the school setting. A total of 337 youth (autism, N = 241 and typically developing, N = 96) were assessed using Behavior Rating Inventory of Executive…
Descriptors: Executive Function, Students with Disabilities, Age Differences, Behavior Problems
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
Dietrichson, Jens; Thomsen, Morten Kjaer; Seerup, Julie Kaas; Strandby, Martin Williams; Viinholt, Bjørn Christian Arleth; Bengtsen, Elizabeth – Campbell Systematic Reviews, 2022
This is the protocol for a Campbell systematic review. Our primary objective for this systematic review is to examine if preschool and school-based interventions aimed at improving language, literacy, and/or mathematical skills increase children's and adolescents' executive functions. As a secondary objective, we will examine how the effects of…
Descriptors: Intervention, Language Skills, Literacy, Mathematics Skills
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
Christopher R. Gonzales; Alexis Merculief; Megan M. McClelland; Simona Ghetti – Child Development, 2022
Children's ability to monitor subjective feelings of uncertainty (i.e., engage in uncertainty monitoring) is a central metacognitive skill. In the current study, we examined the development of uncertainty monitoring as well as its relations with vocabulary and executive function development in children (N = 137, 52% female) from predominately…
Descriptors: Kindergarten, Metacognition, Executive Function, Vocabulary Development
De Rom, Margot; Szmalec, Arnaud; Van Reybroeck, Marie – Reading and Writing: An Interdisciplinary Journal, 2023
Individual differences in reading performance between children appear from the onset of literacy acquisition. One possible explanation for this variability is the influence of inhibition in reading ability, a topic that has received very little research attention. Nevertheless, children often make guessing errors characterized by replacing a word…
Descriptors: Inhibition, Reading Processes, Word Recognition, Sentences
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
