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Yott, Jessica; Poulin-Dubois, Diane – British Journal of Developmental Psychology, 2012
It has been suggested that infants' performance on the false belief task can be explained by the use of behavioural rules. To test this hypothesis, 18-month-old infants were trained to learn the new rule that an object that disappeared in location A could be found in location B. Infants were then administered a false belief task based on the…
Descriptors: Infants, Beliefs, Theory of Mind, Executive Function
Esposito, Alena G.; Bauer, Patricia J. – Grantee Submission, 2019
We describe research results and lessons learned from a laboratory/ classroom collaboration with a school system offering both traditional English-only education and a dual-language track (Spanish/English). Through this collaboration, we addressed basic research questions informing malleable factors that impact cognitive development. In a…
Descriptors: Bilingual Education, Teaching Methods, Spanish, English (Second Language)
Fischbach, Anne; Könen, Tanja; Rietz, Chantal S.; Hasselhorn, Marcus – Reading and Writing: An Interdisciplinary Journal, 2014
The goals of this study were to explore the deficits in working memory associated with literacy disorders (i.e. developmental disorders of reading and/or spelling) and the developmental trajectories of these working memory deficits. The performance of 28 children with literacy disorders was compared to a non-disabled control group with the same…
Descriptors: Short Term Memory, Longitudinal Studies, Executive Function, Literacy
Brunsdon, Victoria E. A.; Happé, Francesca – Autism: The International Journal of Research and Practice, 2014
Autism spectrum disorders are defined by difficulties across a range of areas: social and communication difficulties and restricted and repetitive behaviours and interests. It has been suggested that this triad of symptoms cannot be explained by a single cause at the genetic, neural or cognitive level. This article reviews the evidence for a…
Descriptors: Autism, Pervasive Developmental Disorders, Symptoms (Individual Disorders), Cognitive Processes
Lagattuta, Kristin Hansen; Sayfan, Liat; Harvey, Christina – Child Development, 2014
Four- to 10-year-olds' and adults' (N = 263) ability to inhibit privileged knowledge and simulate a naïve perspective were examined. Participants viewed pictures that were then occluded aside from a small ambiguous part. They offered suggestions for how a naïve person might interpret the hidden pictures, as well as rated the probability…
Descriptors: Children, Adults, Inhibition, Perspective Taking
Vollebregt, Madelon A.; van Dongen-Boomsma, Martine; Buitelaar, Jan K.; Slaats-Willemse, Dorine – Journal of Child Psychology and Psychiatry, 2014
Background: The number of placebo-controlled randomized studies relating to EEG-neurofeedback and its effect on neurocognition in attention-deficient/hyperactivity disorder (ADHD) is limited. For this reason, a double blind, randomized, placebo-controlled study was designed to assess the effects of EEG-neurofeedback on neurocognitive functioning…
Descriptors: Children, Adolescents, Attention Deficit Hyperactivity Disorder, Medicine
Beer, Jessica; Kronenberger, William G.; Castellanos, Irina; Colson, Bethany G.; Henning, Shirley C.; Pisoni, David B. – Journal of Speech, Language, and Hearing Research, 2014
Purpose: The purpose of this study was to determine whether deficits in executive functioning (EF) in children with cochlear implants (CIs) emerge as early as the preschool years. Method: Two groups of children ages 3 to 6 years participated in this cross-sectional study: 24 preschoolers who had CIs prior to 36 months of age and 21 preschoolers…
Descriptors: Executive Function, Preschool Children, Assistive Technology, Short Term Memory
Speirs, Samantha J.; Rinehart, Nicole J.; Robinson, Stephen R.; Tonge, Bruce J.; Yelland, Gregory W. – Journal of Autism and Developmental Disorders, 2014
Autism spectrum disorders (ASD) are characterised by a unique pattern of preserved abilities and deficits within and across cognitive domains. The Complex Information Processing Theory proposes this pattern reflects an altered capacity to respond to cognitive demands. This study compared how complexity induced by time constraints on processing…
Descriptors: Autism, Pervasive Developmental Disorders, Cognitive Processes, Executive Function
Yoshikawa, Hirokazu; Weiland, Christina; Brooks-Gunn, Jeanne – Future of Children, 2016
We have many reasons to invest in preschool programs, including persistent gaps in school readiness between children from poorer and wealthier families, large increases in maternal employment over the past several decades, and the rapid brain development that preschool-age children experience. But what do we know about preschool education's…
Descriptors: Preschool Education, Program Effectiveness, Young Children, Language Skills
Rochette, Émilie; Bernier, Annie – International Journal of Behavioral Development, 2016
A growing body of theoretical and empirical work has been attempting to answer the questions of how and how much of the effects of children's early experience may depend on their inner characteristics. Theory and evidence suggest that some children, notably those with difficult temperaments, are more susceptible to both negative and positive…
Descriptors: Executive Function, Child Rearing, Preschool Children, Individual Characteristics
Ratto, Allison B.; Anthony, Bruno J.; Kenworthy, Lauren; Armour, Anna Chelsea; Dudley, Katerina; Anthony, Laura Gutermuth – Journal of Autism and Developmental Disorders, 2016
There is a lack of research examining differences in functioning in autism spectrum disorder (ASD) across ethnicity, particularly among those without intellectual disability (ID). This study investigated ethnic differences in parent-reported impairment in executive function, adaptive behavior, and social-emotional functioning. White and Black…
Descriptors: Intellectual Disability, African American Students, White Students, Severity (of Disability)
Wong, Terry Tin-Yau; Ho, Connie Suk-Han; Tang, Joey – Journal of Cognition and Development, 2016
The current study aimed at addressing two issues concerning children's estimation performance: (1) to investigate whether the log-to-linear framework or the proportional judgment framework provided a better explanation of children's estimation patterns, and (2) to examine the consistency of response patterns in different estimation tasks. A sample…
Descriptors: Task Analysis, Guidelines, Responses, Arithmetic
Serafini, Ellen J.; Sanz, Cristina – Studies in Second Language Acquisition, 2016
This study investigated whether the role of working memory capacity varies over the course of second language (L2) morphosyntactic development. Eighty-seven beginning, intermediate, and advanced university L2 Spanish learners completed two nonverbal tasks measuring executive function (EF) and phonological working memory (PWM) in their native…
Descriptors: Cognitive Ability, Language Proficiency, Second Language Learning, Role
Cartwright, Kelly B.; Marshall, Timothy R.; Wray, Erica – Reading Psychology, 2016
Although substantial research indicates motivation contributes significant variance to reading comprehension in upper elementary students, research with students in primary grades has focused, instead, on the relation of motivation to word reading. Assessment of reading motivation in 68 first and second graders indicated word and nonword reading…
Descriptors: Longitudinal Studies, Reading Comprehension, Reading Motivation, Role
Little, Michael H. – AERA Open, 2016
Despite growing interest in the importance of nonacademic skills for student success, very few studies have examined the extent to which schools and teachers are associated with gains in these outcomes. This descriptive study adds to the nascent literature by examining the amount of school- and teacher-associated variation in kindergarten…
Descriptors: Kindergarten, Executive Function, Academic Achievement, Public Schools