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Diamond, Adele – ZERO TO THREE, 2014
Executive functions enable children to pay attention, follow instructions, apply what they have learned, have those "aha!" moments in which they grasp how multiple facts interrelate, think of creative solutions, obey social norms such as waiting their turn and not butting in line or jumping out of their seat, mentally construct a plan,…
Descriptors: Executive Function, Attention, Child Development, Infants
Kuhn, Laura J.; Willoughby, Michael T.; Wilbourn, Makeba Parramore; Vernon-Feagans, Lynne; Blair, Clancy B. – Child Development, 2014
Using an epidemiological sample (N = 1,117) and a prospective longitudinal design, this study tested the direct and indirect effects of preverbal and verbal communication (15 months to 3 years) on executive function (EF) at age 4 years. Results indicated that whereas gestures (15 months), as well as language (2 and 3 years), were correlated with…
Descriptors: Epidemiology, Nonverbal Communication, Longitudinal Studies, Verbal Communication
Laasonen, Marja; Väre, Jenni; Oksanen-Hennah, Henna; Leppämäki, Sami; Tani, Pekka; Harno, Hanna; Hokkanen, Laura; Pothos, Emmanuel; Cleeremans, Axel – Annals of Dyslexia, 2014
In this study of the project DyAdd, implicit learning was investigated through two paradigms in adults (18-55 years) with dyslexia (n?=?36) or with attention deficit/hyperactivity disorder (ADHD, n?=?22) and in controls (n?=?35). In the serial reaction time (SRT) task, there were no group differences in learning. However, those with ADHD exhibited…
Descriptors: Adults, Dyslexia, Attention Deficit Hyperactivity Disorder, Reaction Time
Fleming, Valarie B. – Communication Disorders Quarterly, 2014
Individuals with mild cognitive impairment (MCI) may present with subtle declines in linguistic ability that go undetected by tasks not challenging enough to tax a relatively intact cognitive-linguistic system. This study was designed to replicate and extend a previous study of cognitive-linguistic ability in MCI using a complex discourse…
Descriptors: Mild Mental Retardation, Language Skills, Cognitive Ability, Hypothesis Testing
Bowler, Dermot M.; Gaigg, Sebastian B.; Gardiner, John M. – Journal of Autism and Developmental Disorders, 2014
Diminished episodic memory and diminished use of semantic information to aid recall by individuals with autism spectrum disorder (ASD) are both thought to result from diminished relational binding of elements of complex stimuli. To test this hypothesis, we asked high-functioning adults with ASD and typical comparison participants to study grids in…
Descriptors: Adults, Autism, Pervasive Developmental Disorders, Memory
Kimhi, Yael; Shoam-Kugelmas, Dana; Agam Ben-Artzi, Galit; Ben-Moshe, Inbal; Bauminger-Zviely, Nirit – Journal of Autism and Developmental Disorders, 2014
Children with autism spectrum disorder (ASD) have difficulties in theory of mind (ToM) and executive function (EF), which may be linked because one domain (EF) affects the other (ToM). Group differences (ASD vs. typical development) were examined in both cognitive domains, as well as EF's associations and regressions with ToM. Participants…
Descriptors: Preschool Children, Pervasive Developmental Disorders, Autism, Theory of Mind
Rajan, Vinaya; Cuevas, Kimberly; Bell, Martha Ann – Journal of Cognition and Development, 2014
Age-related differences in episodic memory judgments assessing recall of fact information and the source of this information were examined. The role of executive function (EF) in supporting early episodic memory ability was also explored. Four- and 6-year-old children were taught 10 novel facts from two different sources (experimenter or puppet),…
Descriptors: Executive Function, Memory, Children, Cognitive Development
Olu-Lafe, Olufemi; Liederman, Jacqueline; Tager-Flusberg, Helen – Journal of Autism and Developmental Disorders, 2014
There is considerable debate about whether people with autism spectrum disorder (ASD) are biased toward local information and whether this disrupts their ability to integrate two complex shapes elements into a single figure. Moreover, few have examined the relationship between integration ability and ASD symptom severity. Adolescent/adult males…
Descriptors: Autism, Pervasive Developmental Disorders, Cognitive Ability, Symptoms (Individual Disorders)
van Marle, Kristy; Chu, Felicia W.; Li, Yaoran; Geary, David C. – Developmental Science, 2014
The study assessed the relations among acuity of the inherent approximate number system (ANS), performance on measures of symbolic quantitative knowledge, and mathematics achievement for a sample of 138 (64 boys) preschoolers. The Weber fraction (a measure of ANS acuity) and associated task accuracy were significantly correlated with mathematics…
Descriptors: Preschool Children, Child Development, Number Systems, Numeracy
Papaioannou, Sophia; Mouzaki, Angeliki; Sideridis, Georgios D.; Antoniou, Foteini; Padeliadu, Suzanna; Simos, Panagiotis G. – Educational Psychology, 2016
The study assessed cognitive and academic performance of children demonstrating teacher-rated ADHD-related symptoms (Inattention [IA] and/or Hyperactivity/Impulsivity [H/I]) in a representative sample of, largely untreated, Greek elementary school students (N?=?923). A battery of tests assessing short-term memory (STM), sustained attention,…
Descriptors: Cognitive Ability, Attention Deficit Hyperactivity Disorder, Short Term Memory, Reading Skills
Treyvaud, Karli; Doyle, Lex W.; Lee, Katherine J.; Ure, Alexandra; Inder, Terrie E.; Hunt, Rod W.; Anderson, Peter J. – Journal of Child Psychology and Psychiatry, 2016
Parenting influences child development, but it is unclear whether early parenting behavior can influence school-age outcomes in very preterm (VPT) children, and/or if certain groups of VPT children may be more affected by early parenting behavior. These research questions were examined. Participants were 147 children born <30 weeks' gestation…
Descriptors: Parenting Styles, Parent Child Relationship, Premature Infants, Correlation
Cohen, Steven D. – Center on the Developing Child at Harvard University, 2016
How can we use insights from cutting-edge science to improve the well-being and long-term life prospects of the most vulnerable children in our society? This is both a critical challenge and a powerful opportunity to affect the trajectories of millions of children in the United States and around the world. It is a question of particular importance…
Descriptors: Child Development, Child Welfare, Welfare Services, Evidence Based Practice
Berard, Nathalie; Loutzenhiser, Lynn; Sevigny, Phillip R.; Alfano, Dennis P. – Canadian Journal of School Psychology, 2017
Autism Spectrum Disorder (ASD) is an aetiologically complex neurodevelopmental disorder characterized by deficits in social functioning. Children with ASD display a wide range of social competence and more variability in social domains as compared with either communication or repetitive behaviour domains. There is limited understanding of factors…
Descriptors: Autism, Pervasive Developmental Disorders, Emotional Development, Social Development
Vugs, Brigitte; Knoors, Harry; Cuperus, Juliane; Hendriks, Marc; Verhoeven, Ludo – Child Language Teaching and Therapy, 2017
The aim of this study was to evaluate the effectiveness of a computer-based executive function (EF) training in children with specific language impairment (SLI). Ten children with SLI, ages 8 to 12 years, completed a 25-session training of visuospatial working memory, inhibition and cognitive flexibility over a 6-week period. Treatment outcome was…
Descriptors: Executive Function, Training, Pilot Projects, Foreign Countries
Onesto, Melissa J. – ProQuest LLC, 2017
The home environment, which includes the level of organization and stability in the home, plays a crucial role in the development of executive function and oral language skills. For children who live in a low-SES environment, executive function and oral language acquisition are inferior compared to that of students living at other economic levels.…
Descriptors: Family Environment, Poverty, Family Influence, Child Development