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Emerson, Anne – Pastoral Care in Education, 2022
Current behaviour policies, which focus around reward and deterrent, have only limited long-term effectiveness. They assume that students can exercise self-control and follow rules, when motivated to do so. Students with special educational needs and disabilities typically have many intrinsic challenges to self-regulation, due to executive…
Descriptors: Trauma, Students with Disabilities, Behavior Problems, Executive Function
deVries, Kathryn J. – ProQuest LLC, 2022
Two of every three students in the classroom today are affected by at least one adverse childhood experience (ACE; Perfect et al., 2016). Recently, researchers have used a neurodevelopmental approach to try to categorize and describe the connection between the neurological, cognitive, and academic success of children with ACEs and may have…
Descriptors: Mathematics Instruction, Trauma, Physiology, Stress Variables
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Robert C. Pianta; Arya Ansari; Jessica E. Whittaker; Virginia Vitiello; Margaret Burchinal – Elementary School Journal, 2025
The study examines students' skills at kindergarten entry and gains in skills across the kindergarten through first-grade period (pre-COVID-19) for predicting literacy, language, math, inhibitory control, and social-adjustment outcomes in the spring of fourth grade, after schools reopened. In a large US school district, longitudinal data were…
Descriptors: Kindergarten, Grade 1, Student Development, Grade 4
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Michelle M. Cumming; Rachel Oblath; Yuxi Qiu; Stacy L. Frazier; Philip David Zelazo; Helen Flores; Jeehyun Park – Remedial and Special Education, 2024
Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research…
Descriptors: Academic Achievement, Anxiety, Middle School Students, Behavior Problems
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Rory T. Devine; Imogen Grumley Traynor; Luca Ronchi; Serena Lecce – Child Development, 2024
This study examined the link between classroom ethnic diversity, cross-ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and…
Descriptors: Child Development, Ethnic Groups, Theory of Mind, Student Diversity
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Danielle Mattson; Kathryn Kryska; Jacqueline Pei; Claire Coles; Julie Kable; Molly Millians; Gail Andrew; Damien Cormier; Carmen Rasmussen – Canadian Journal of School Psychology, 2024
Math development in children relies on several underlying cognitive functions, including executive functions (EF), working memory (WM), and visual-motor abilities, such as visual-motor integration (VMI). Understanding how these cognitive factors contribute to children's math performance is critical to supporting math learning and long-term math…
Descriptors: Mathematical Aptitude, Children, Neurodevelopmental Disorders, Cognitive Processes
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Angela M. AuBuchon; Rebecca L. Wagner; Margaret Sackinsky – Developmental Psychology, 2024
Rehearsal is a form of self-talk used to support short-term memory. Historically, the study of rehearsal development has diverged from the study of self-talk more generally. The current experiment examines whether two characteristics of self-talk (impact of task difficulty and self-talk's narrative vs. planning purpose) are also observed in…
Descriptors: Inner Speech (Subvocal), Task Analysis, Difficulty Level, Word Lists
Alissa Pellegrino – ProQuest LLC, 2024
Social-emotional learning (SEL) curriculums help children learn and develop foundational skills related to self-awareness, self-management, social awareness, relationship skills, and responsible decision making (CASEL, 2022). There are long-term positive outcomes of SEL in terms of academic achievement, motivation, mental health, self-discipline,…
Descriptors: Autism Spectrum Disorders, Attention Deficit Hyperactivity Disorder, Social Emotional Learning, Self Management
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Christine S. Schipke; Maja Stegenwallner-Schütz; Flavia Adani – Language Learning and Development, 2024
This study investigates the interpretation of object-initial sentences in German-speaking children. We addressed the following questions: (1) Which morphosyntactic cues do children deploy to process object-initial sentences? (2) Which executive function (EF) abilities support them during this task? This study examined the effect of case and number…
Descriptors: German, Reading Processes, Sentence Structure, Executive Function
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Lambert, Philip A. – Creativity Research Journal, 2020
For many years, creativity research had been yielding contradictory results. More recently, these results have come to be regarded as creativity paradoxes. This research reviews a growing body of evidence that highly creative people tend to operate, either simultaneously or dynamically, at extremes along continuums, where the extremes are…
Descriptors: Creativity, Creative Thinking, Systems Approach, Individual Characteristics
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Troller-Renfree, Sonya V.; Buzzell, George A.; Fox, Nathan A. – Developmental Science, 2020
Cognitive control develops rapidly over the first decade of life, with one of the dominant changes being a transition from reliance on 'as-needed' control (reactive control) to a more planful, sustained form of control (proactive control). Although the emergence of proactive control is important for mature behavior, we know little about how this…
Descriptors: Short Term Memory, Change, Cognitive Development, Child Development
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Bambini, Valentina; Bischetti, Luca; Bonomi, Chiara Giuseppina; Arcara, Giorgio; Lecce, Serena; Ceroni, Mauro – International Journal of Language & Communication Disorders, 2020
Background: Amyotrophic Lateral Sclerosis (ALS) was traditionally described as a disease restricted to the motor system. However, recent findings suggested that it also affects cognition, especially executive functions, social cognition, language and pragmatics. A relevant issue in current research is thus the description of the cognitive…
Descriptors: Neurological Impairments, Pragmatics, Executive Function, Social Cognition
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Blakey, Emma; Matthews, Danielle; Cragg, Lucy; Buck, Jessica; Cameron, David; Higgins, Ben; Pepper, Lisa; Ridley, Ellen; Sullivan, Emma; Carroll, Daniel J. – Child Development, 2020
The socioeconomic attainment gap in mathematics starts early and increases over time. This study aimed to examine why this gap exists. Four-year-olds from diverse backgrounds were randomly allocated to a brief intervention designed to improve executive functions (N = 87) or to an active control group (N = 88). The study was preregistered and…
Descriptors: Executive Function, Achievement Gap, Mathematics Achievement, Mathematics Skills
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Van Waelvelde, Hilde; Vanden Wyngaert, Karsten; Mariën, Tineke; Baeyens, Dieter; Calders, Patrick – Infant and Child Development, 2020
A beneficial effect of physical activity on cognitive functioning is supposed, although to a certain extent, literature remains inconsistent. Furthermore, the mediating effect of aerobic fitness on this association remains unclear, especially in children. This review presents data from 26 articles on the relation between aerobic fitness and…
Descriptors: Children, Physical Fitness, Exercise, Executive Function
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Hutchison, Keith A.; Moffitt, Chad C.; Hart, Katie; Hood, Audrey V. B.; Watson, Jason M.; Marchak, Frank M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
We investigated participants' task set preparation by measuring changes in pupil diameter during a blank interval as they prepared for an easy (i.e., prosaccade) or difficult (i.e., antisaccade) trial. We used occasional thought probes to gauge "on-task" thoughts versus mind wandering. In both studies, participants' pupil diameters were…
Descriptors: Eye Movements, Task Analysis, Attention Control, Executive Function
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