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Huang, Rong; Baker, Erin Ruth; Battista, Carmela; Liu, Qingyang – Journal of Cognition and Development, 2022
The early childhood years are critical for developing executive function (EF) and theory of mind (ToM). Prior literature suggests a robust relationship between EF and ToM; however, this relationship has seldom been investigated in children living in poverty. In addition, few studies have employed comprehensive ToM measures to explore how EF…
Descriptors: Executive Function, Theory of Mind, Poverty, Early Childhood Education
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Miranda, Agustín Ramiro; Cortez, Mariela Valentina; Scotta, Ana Veronica; Soria, Elio Andrés – Journal of Intelligence, 2022
Puerperium may lead to memory and executive/attentional complaints that interfere with women's daily life. This might be prevented by dietary compounds, such as neuroprotective polyphenols. Their bioactivity depends on their effects on lipid metabolism in different tissues, such as the brain, fat, and breast. Thus, a polyphenol-related cognitive…
Descriptors: Females, Foreign Countries, Attention, Executive Function
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Hosch, Alexis; Oleson, Jacob J.; Harris, Jordan L.; Goeltz, Mary Taylor; Neumann, Tabea; LeBeau, Brandon; Hazeltine, Eliot; Petersen, Isaac T. – Developmental Science, 2022
Self-regulation is thought to show heterotypic continuity--its individual differences endure but its behavioral manifestations change across development. Thus, different measures across time may be necessary to account for heterotypic continuity of self-regulation. This longitudinal study examined children's (N = 108) self-regulation development…
Descriptors: Child Development, Child Behavior, Longitudinal Studies, Inhibition
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McCuen, Pamela – COABE Journal: The Resource for Adult Education, 2022
This article aims to convey to the reader the experience of teaching in prison. Standard teaching methods within the correctional environment and methods of integrating support for executive function issues such as ADD/ADHD are examined.
Descriptors: Correctional Education, Teaching Experience, Teaching Methods, Executive Function
Leiah J. Groom-Thomas; Monica G. Lee; Cate Smith Todd; Kathleen Lynch; Susanna Loeb; Scott R. McConnell; Lydia J. Carlis – Annenberg Institute for School Reform at Brown University, 2022
Many preschool agencies nationwide continue to experience closures and/or conversions to virtual or hybrid instruction due to the ongoing COVID-19 pandemic. Despite the importance of understanding young children's learning and development during the COVID emergency, limited knowledge exists on adaptable practices of assessing young children during…
Descriptors: COVID-19, Pandemics, Federal Programs, Low Income Students
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Schmidt, Shelly J. – Journal of Food Science Education, 2020
Numerous studies from psychology, cognitive science, and neuroscience have generated substantial evidence suggesting that multitasking while doing schoolwork has a significant detrimental effect on student learning and performance. Despite this evidence, attending to multiple streams of information and entertainment while doing homework, writing a…
Descriptors: Attention, Interference (Learning), Attention Control, Student Motivation
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Salas, Naymé; Silvente, Sara – Reading and Writing: An Interdisciplinary Journal, 2020
Findings around the cognitive resources needed to compose text have helped shape current models of writing. Some of these models predict that text generation is constrained by two groups of skills: transcription (i.e., spelling and handwriting) and executive functions (EFs). While the constraining role of transcription on text generation is…
Descriptors: Executive Function, Writing Skills, Spelling, Handwriting
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Starr, Ariel; Leib, Elena R.; Younger, Jessica W.; Project iLead Consortium; Uncapher, Melina R.; Bunge, Silvia A. – Developmental Science, 2023
Relational thinking, the ability to represent abstract, generalizable relations, is a core component of reasoning and human cognition. Relational thinking contributes to fluid reasoning and academic achievement, particularly in the domain of math. However, due to the complex nature of many fluid reasoning tasks, it has been difficult to determine…
Descriptors: Thinking Skills, Executive Function, Task Analysis, Mathematics Skills
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Viesel-Nordmeyer, Nurit; Reuber, Julia; Kuhn, Jörg-Tobias; Moll, Kristina; Holling, Heinz; Dobel, Christian – Educational Psychology Review, 2023
The causes underlying comorbid learning difficulties in reading (RD) and math (MD) are still a matter of debate. Based on current research, two models for the relation of the cognitive profile of isolated and combined learning difficulties (RDMD) are discussed. Regarding the "multi-deficit model", the profile of RDMD is characterized by…
Descriptors: Student Characteristics, Comorbidity, Reading Difficulties, Learning Problems
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Lin, Jiabei; Xing, Yuting; Hu, Yudi; Zhang, Jian; Bao, Lei; Luo, Kaiqing; Yu, Keke; Xiao, Yang – Physical Review Physics Education Research, 2023
Students hold a variety of initial (mis)conceptions that are inconsistent with scientific knowledge and hinder their physics learning. The initial (mis)conceptions could coexist with the scientific ones, even after a conceptual change. Inhibitory control may help overcome initial (mis)conceptions. This study investigated if and how inhibitory…
Descriptors: Misconceptions, Physics, Majors (Students), Science Education
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Ünal, Zehra E.; Greene, Nathaniel R.; Lin, Xin; Geary, David C. – Educational Psychology Review, 2023
Two meta-analyses assessed whether the relations between reading and mathematics outcomes could be explained through overlapping skills (e.g., systems for word and fact retrieval) or domain-general influences (e.g., top-down attentional control). The first (378 studies, 1,282,796 participants) included weighted random-effects meta-regression…
Descriptors: Correlation, Reading Achievement, Mathematics Achievement, Meta Analysis
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Medeiros Machado, Guilherme; Bonnin, Geoffray; Castagnos, Sylvain; Hoareau, Lara; Thomas, Aude; Tazouti, Youssef – Journal of Computer Assisted Learning, 2023
Background: Early literacy and numeracy skills are developed during early childhood. Among the many factors that influence the development of such skills, the literature shows that the executive functions, especially the response inhibition (RI)--that is the capability to block out or to tune out what can be considered irrelevant information or…
Descriptors: Executive Function, Responses, Inhibition, Child Behavior
O'Brien, Mary Christine – ProQuest LLC, 2023
Sleep is a vital human function, critical to health across the lifespan. However, college students report significant disturbances in sleep quality and sleep hygiene (ACHA, 2019; Moulin & Chung, 2016). The consequences of poor sleep include lower cognitive and executive functioning abilities (Honn et al., 2019; Whitney et al., 2015) and poorer…
Descriptors: Sleep, Executive Function, Health Behavior, Health Promotion
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Perry, Nicole B.; Donzella, Bonny; Mliner, Shanna B.; Reilly, Emily B. – Developmental Psychology, 2023
Longitudinal multimethod data across three time points were examined to explore the associations between previously institutionalized toddlers' (N = 71; 59% female) socioemotional skills (Time Point 1: 18 months to 3-years-old), executive functioning (i.e., attention, working memory, inhibitory control) in the preschool years (Time Point 2:…
Descriptors: Toddlers, Kindergarten, Institutionalized Persons, Interpersonal Competence
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Scerif, Gaia; Blakey, Emma; Gattas, Sylvia; Hawes, Zachary; Howard, Steven; Merkley, Rebecca; O'Connor, Rosemary; Simms, Victoria – Educational Psychology Review, 2023
A vast body of work highlights executive functions (EFs) as robust correlates of mathematics achievement over the primary and preschool years. Yet, despite such correlational evidence, there is limited evidence that EF interventions yield improvements in early years mathematics. As intervention studies are a powerful tool to move beyond…
Descriptors: Executive Function, Foundations of Education, Mathematics Education, Educational Theories
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