Do Schools Promote Executive Functions? Differential Working Memory Growth Across School-Year and Summer Months
暂无分享,去创建一个
[1] Daphna Bassok. Replication data for: Socioeconomic Gaps in Early Childhood Experiences, 1998 to 2010 , 2020 .
[2] J. Obradović,et al. Teachers’ perceptions of students’ executive functions: Disparities by gender, ethnicity, and ELL status. , 2019, Journal of Educational Psychology.
[3] Douglas B. Downey,et al. Socioeconomic, Ethnic, Racial, and Gender Gaps in Children’s Social/Behavioral Skills: Do They Grow Faster in School or out? , 2019, Sociological science.
[4] P. Gail Williams,et al. School Readiness , 2018, Pediatrics.
[5] Cayce J. Hook,et al. A meta-analysis of the relationship between socioeconomic status and executive function performance among children. , 2018, Developmental science.
[6] Jenna E. Finch Jelena Obradovic. Adversity and Stress: Implications for the Development of Executive Functions , 2017 .
[7] K. Verschueren,et al. The development of executive functioning across the transition to first grade and its predictive value for academic achievement , 2017 .
[8] Yee Lee Shing,et al. Does One Year of Schooling Improve Children’s Cognitive Control and Alter Associated Brain Activation? , 2017, Psychological science.
[9] K. Verschueren,et al. Keeping the Spirits Up: The Effect of Teachers’ and Parents’ Emotional Support on Children’s Working Memory Performance , 2017, Front. Psychol..
[10] Fernand Gobet,et al. Working Memory Training in Typically Developing Children: A Meta-Analysis of the Available Evidence , 2017, Developmental psychology.
[11] C. Clark,et al. Executive Control Goes to School: Implications of Preschool Executive Performance for Observed Elementary Classroom Learning Engagement , 2017, Developmental psychology.
[12] Michael Little. Racial and Socioeconomic Gaps in Executive Function Skills in Early Elementary School , 2017 .
[13] David J. Purpura,et al. Examining the Relations Between Executive Function, Math, and Literacy During the Transition to Kindergarten: A Multi-Analytic Approach , 2017 .
[14] M. Greenberg,et al. Child Conduct Problems Across Home and School Contexts: a Person-Centered Approach , 2017, Journal of psychopathology and behavioral assessment.
[15] M. Westwell,et al. A cluster‐randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges , 2017, Journal of child psychology and psychiatry, and allied disciplines.
[16] Elizabeth Grace,et al. Natural Window of Opportunity? Low-Income Parents’ Responses to Their Children’s Impending Kindergarten Entry , 2017 .
[17] David M. Quinn,et al. Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/Ethnicity , 2016 .
[18] Sean F. Reardon,et al. Socioeconomic Gaps in Early Childhood Experiences , 2016 .
[19] M. Barnes,et al. A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics , 2016 .
[20] Daphna Bassok,et al. Is Kindergarten the New First Grade? , 2016 .
[21] Elfrieda H. Hiebert,et al. Changing Readers, Changing Texts: Beginning Reading Texts from 1960 to 2010 , 2015 .
[22] Daniel A. Hackman,et al. Socioeconomic status and executive function: developmental trajectories and mediation. , 2015, Developmental science.
[23] H. Koot,et al. Developmental Links Between Children’s Working Memory and their Social Relations with Teachers and Peers in the Early School Years , 2015, Journal of abnormal child psychology.
[24] Jungmeen Kim-Spoon,et al. Linking Executive Function and Peer Problems from Early Childhood Through Middle Adolescence , 2015, Journal of Abnormal Child Psychology.
[25] Thomas S. Redick,et al. What’s Working in Working Memory Training? An Educational Perspective , 2015, Educational psychology review.
[26] C. Blair,et al. School readiness and self-regulation: a developmental psychobiological approach. , 2015, Annual review of psychology.
[27] P. Meredith,et al. Parenting Influences on Executive Function in Early Childhood: A Review , 2014 .
[28] A. Diamond. Executive functions. , 2014, Handbook of clinical neurology.
[29] N. Adler,et al. An integrative view of school functioning: transactions between self-regulation, school engagement, and teacher-child relationship quality. , 2014, Child development.
[30] Bridget E. Hatfield,et al. Evidence for general and domain-specific elements of teacher-child interactions: associations with preschool children's development. , 2014, Child development.
[31] D. Farran,et al. Longitudinal associations between executive functioning and academic skills across content areas. , 2014, Developmental psychology.
[32] R. Bull,et al. Developmental changes in executive functioning. , 2013, Child development.
[33] Christina Weiland,et al. Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. , 2013, Child development.
[34] Claudia M. Roebers,et al. Executive Functions in 5- to 8-Year Olds: Developmental Changes and Relationship to Academic Achievement , 2013 .
[35] William T. Gormley,et al. Investing in Our Future: The Evidence Base on Preschool Education , 2013 .
[36] R. Coley,et al. Center-Based Child Care and Cognitive Skills Development: Importance of Timing and Household Resources. , 2013 .
[37] B. Hoza,et al. Working memory and social functioning in children. , 2013, Journal of experimental child psychology.
[38] H. Yoshikawa,et al. Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program , 2013 .
[39] Monica Melby-Lervåg,et al. Is working memory training effective? A meta-analytic review. , 2013, Developmental psychology.
[40] M. Willoughby,et al. Poverty as a predictor of 4-year-olds' executive function: new perspectives on models of differential susceptibility. , 2013, Developmental psychology.
[41] Adele Diamond,et al. Activities and Programs That Improve Children’s Executive Functions , 2012, Current directions in psychological science.
[42] Claudia M. Roebers,et al. Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children , 2012 .
[43] Eric Kan,et al. Neural correlates of socioeconomic status in the developing human brain. , 2012, Developmental science.
[44] Sanne H. G. van der Ven,et al. The development of executive functions and early mathematics: a dynamic relationship. , 2012, The British journal of educational psychology.
[45] H. Swanson. Working memory, attention, and mathematical problem solving: A longitudinal study of elementary school children. , 2011 .
[46] Katherine A. Magnuson,et al. How is family income related to investments in children’s learning? , 2011 .
[47] A. Diamond,et al. Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old , 2011, Science.
[48] Andrew C. Porter,et al. Common Core Standards , 2011 .
[49] M. Sheridan,et al. Family Socioeconomic Status and Child Executive Functions: The Roles of Language, Home Environment, and Single Parenthood , 2010, Journal of the International Neuropsychological Society.
[50] F. Morrison,et al. The nature and impact of changes in home learning environment on development of language and academic skills in preschool children. , 2010, Developmental psychology.
[51] Julian Elliott,et al. The working memory rating scale: A classroom-based behavioral assessment of working memory , 2009 .
[52] P. Onghena,et al. A seasonal perspective on school effectiveness: evidence from a Flemish longitudinal study in kindergarten and first grade , 2009 .
[53] Marie S. Burrage,et al. Age- and Schooling-Related Effects on Executive Functions in Young Children: A Natural Experiment , 2008, Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence.
[54] K. Clarke-Stewart,et al. Trajectories of externalizing behavior from age 2 to age 9: relations with gender, temperament, ethnicity, parenting, and rater. , 2008, Developmental psychology.
[55] J. Ludwig,et al. Reducing Poverty through Preschool Interventions , 2007, The Future of children.
[56] K. Mccartney,et al. Quality Child Care Supports the Achievement of Low-Income Children: Direct and Indirect Pathways Through Caregiving and the Home Environment. , 2007, Journal of applied developmental psychology.
[57] Bruce D. McCandliss,et al. Socioeconomic gradients predict individual differences in neurocognitive abilities. , 2007, Developmental science.
[58] D. Amso,et al. Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching , 2006, Neuropsychologia.
[59] James Laffey,et al. Technology in the Home and the Achievement of Young Children: Findings From the Early Childhood Longitudinal Study , 2006 .
[60] Beckett A. Broh,et al. Are Schools the Great Equalizer? Cognitive Inequality during the Summer Months and the School Year , 2004 .
[61] B. Ambridge,et al. The structure of working memory from 4 to 15 years of age. , 2004, Developmental psychology.
[62] David T. Burkam,et al. Social-Class Differences in Summer Learning Between Kindergarten and First Grade: Model Specification and Estimation , 2004 .
[63] R. Bradley,et al. The home environments of children in the United States part I: variations by age, ethnicity, and poverty status. , 2001, Child development.
[64] Terry L. Blackwell. Test Review: Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson® III Test. Riverside Publishing Company. Itasca, IL , 2001 .
[65] Doris R. Entwisle,et al. Schools, Achievement, and Inequality: A Seasonal Perspective , 2001 .
[66] S. Rimm-Kaufman,et al. An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. , 2000 .
[67] R. Parrila,et al. Quantitative analyses of schooling effects on executive function in young children. , 1999, Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence.
[68] S. Raudenbush,et al. Hierarchical Linear Models: Applications and Data Analysis Methods , 1992 .
[69] B. Heyns,et al. Schooling and cognitive development: Is there a season for learning? , 1987 .
[70] D. Farran,et al. Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade , 2019, Early Childhood Research Quarterly.
[71] Douglas B. Downey,et al. Are Schools (Still) a Great Equalizer? Replicating a Summer Learning Study Using Better Test Scores and a New Cohort of Children , 2017 .
[72] Scott B. MacKenzie,et al. Working Memory: Theories, Models, and Controversies , 2015 .
[73] S. Bryson,et al. Executive function in preschoolers: a review using an integrative framework. , 2008, Psychological bulletin.
[74] C. Blair,et al. School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. , 2002, The American psychologist.