Associations between executive function and early math and literacy skills in preschool children
Tài liệu tham khảo
Allan, 2014, Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis, Developmental Psychology, 50, 2368, 10.1037/a0037493
Alloway, 2010, Investigating the predictive roles of working memory and IQ in academic attainment, Journal of Experimental Child Psychology, 106, 20, 10.1016/j.jecp.2009.11.003
Bernier, 2015, A secure base from which to regulate: Attachment security in toddlerhood as a predictor of executive functioning at school entry, Developmental Psychology, 51, 1177, 10.1037/dev0000032
Best, 2011, Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample, Learning and Individual Differences, 21, 327, 10.1016/j.lindif.2011.01.007
Bhavnani, 2019, Development, feasibility and acceptability of a gamified cognitive developmental assessment on an E-Platform (DEEP) in rural Indian pre-schoolers – a pilot study, Global Health Action, 12, 10.1080/16549716.2018.1548005
Bierman, 2008, Executive functions and school readiness intervention: Impact, moderation, and mediation in the head start REDI program, Development and Psychopathology, 20, 821, 10.1017/S0954579408000394
Blair, 2007, Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten, Child Development, 78, 647, 10.1111/j.1467-8624.2007.01019.x
Blair, 2015, Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades, Developmental Psychology, 51, 459, 10.1037/a0038813
Bayley, S, PEDAL, & University of Cambridge (2022). Creating connections in child development: Linking education and executive functions for 21st century skills in the global south—Web Series.
Brock, 2009, The contributions of ‘hot’ and ‘cool’ executive function to children’s academic achievement, learning-related behaviors, and engagement in kindergarten, Early Childhood Research Quarterly, 24, 337, 10.1016/j.ecresq.2009.06.001
Brooks, 2009, NEPSY-II: A developmental neuropsychological assessment, Child Neuropsychology, 16, 80, 10.1080/09297040903146966
Brydges, 2012, A unitary executive function predicts intelligence in children, Intelligence, 40, 458, 10.1016/j.intell.2012.05.006
Bull, 2008, Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years, Developmental Neuropsychology, 33, 205, 10.1080/87565640801982312
Cadima, 2015, Associations between early family risk, children’s behavioral regulation, and academic achievement in Portugal, Early Education and Development, 26, 708, 10.1080/10409289.2015.1005729
Cameron, 2019, Bidirectional and co-developing associations of cognitive, mathematics, and literacy skills during kindergarten, Journal of Applied Developmental Psychology, 62, 135, 10.1016/j.appdev.2019.02.004
Carlson, 2021
Carlson, 2002, How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory, Infant and Child Development, 11, 73, 10.1002/icd.298
Carlson, 2014
Carlson, 2013
Chan, 2022, Numeracy skills mediate the relation between executive function and mathematics achievement in early childhood, Cognitive Development, 62, 10.1016/j.cogdev.2022.101154
Clements, 2016, Learning executive function and early mathematics: Directions of causal relations, Early Childhood Research Quarterly, 36, 79, 10.1016/j.ecresq.2015.12.009
Cragg, 2017, Direct and indirect influences of executive functions on mathematics achievement, Cognition, 162, 12, 10.1016/j.cognition.2017.01.014
Crook, 2014, The role of planning skills in the income–achievement gap, Child Development, 85, 405, 10.1111/cdev.12129
De Franchis, 2017, Preschool executive functioning and literacy achievement in Grades 1 and 3 of primary school: A longitudinal study, Learning and Individual Differences, 54, 184, 10.1016/j.lindif.2017.01.026
Duckworth, 2013, Self-regulation and school success, 208
Duncan, 2007, School readiness and later achievement, Developmental Psychology, 43, 1428, 10.1037/0012-1649.43.6.1428
Early, 2010, How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms, Early Childhood Research Quarterly, 25, 177, 10.1016/j.ecresq.2009.10.003
Ellis, 2021, Reciprocal associations between executive function and academic achievement: A conceptual replication of Schmitt et al. (2017), Journal of Numerical Cognition, 7, 453, 10.5964/jnc.7047
Engel, 2013, Teaching students what they already know? The (mis)alignment between mathematics instructional content and student knowledge in kindergarten, Educational Evaluation and Policy Analysis, 35, 157, 10.3102/0162373712461850
Espinet, 2013, Reflection training improves executive function in preschool-age children: Behavioral and neural effects, Developmental Cognitive Neuroscience, 4, 3, 10.1016/j.dcn.2012.11.009
Espy, 2004, The contribution of executive functions to emergent mathematic skills in preschool children, Developmental Neuropsychology, 26, 465, 10.1207/s15326942dn2601_6
Fernald, 2011, Socioeconomic gradients and child development in a very low income population: Evidence from Madagascar, Developmental Science, 14, 832, 10.1111/j.1467-7687.2010.01032.x
Fuhs, 2014, Longitudinal associations between executive functioning and academic skills across content areas, Developmental Psychology, 50, 1698, 10.1037/a0036633
Gathercole, 2004, The structure of working memory from 4 to 15 years of age, Developmental Psychology, 40, 177, 10.1037/0012-1649.40.2.177
Georgiou, 2020, Cultural influences on the relation between executive functions and academic achievement, Reading and Writing, 33, 991, 10.1007/s11145-019-09961-8
Hackman, 2015, Socioeconomic status and executive function: Developmental trajectories and mediation, Developmental Science, 18, 686, 10.1111/desc.12246
Jacob, 2015, The potential for school-based interventions that target executive function to improve academic achievement: A review, Review of Educational Research, 85, 512, 10.3102/0034654314561338
Johnson, 2005, Processes of change in brain and cognitive development, Trends in Cognitive Sciences, 9, 152, 10.1016/j.tics.2005.01.009
Kahl, 2021, Executive functions and visual-spatial skills predict mathematical achievement: Asymmetrical associations across age, Psychological Research, 85, 36, 10.1007/s00426-019-01249-4
Korkman, 1998
Lan, 2011, Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers, Journal of Experimental Child Psychology, 108, 677, 10.1016/j.jecp.2010.11.001
Lawson, 2017, Executive function as a mediator between SES and academic achievement throughout childhood, International Journal of Behavioral Development, 41, 94, 10.1177/0165025415603489
Lawson, 2018, A meta-analysis of the relationship between socioeconomic status and executive function performance among children, Developmental Science, 21, 10.1111/desc.12529
McKinnon, 2019, Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement: A cross-lagged panel analysis, Early Childhood Research Quarterly, 46, 152, 10.1016/j.ecresq.2018.03.011
Miyake, 2012, The nature and organization of individual differences in executive functions: Four general conclusions, Current Directions in Psychological Science, 21, 8, 10.1177/0963721411429458
Morgan, 2019, Kindergarten children’s executive functions predict their second-grade academic achievement and behavior, Child Development, 90, 1802, 10.1111/cdev.13095
Nguyen, 2019, Kindergarten components of executive function and third grade achievement: A national study, Early Childhood Research Quarterly, 46, 49, 10.1016/j.ecresq.2018.05.006
Obradović, 2019, Studying executive function skills in young children in low- and middle-income countries: Progress and directions, Child Development Perspectives, 13, 227, 10.1111/cdep.12349
2020
Peng, 2018, A meta-analysis on the relation between reading and working memory, Psychological Bulletin, 144, 48, 10.1037/bul0000124
Peng, 2020, The development of academic achievement and cognitive abilities: A bidirectional perspective, Child Development Perspectives, 14, 15, 10.1111/cdep.12352
Ponitz, 2009, A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes, Developmental Psychology, 45, 605, 10.1037/a0015365
Purpura, 2017, Foundations of mathematics and literacy: The role of executive functioning components, Journal of Experimental Child Psychology, 153, 15, 10.1016/j.jecp.2016.08.010
Purpura, 2014, Working memory and language: Skill-specific or domain-general relations to mathematics?, Journal of Experimental Child Psychology, 122, 104, 10.1016/j.jecp.2013.12.009
Raver, 2013, Poverty as a predictor of 4-year-olds’ executive function: New perspectives on models of differential susceptibility, Developmental Psychology, 49, 292, 10.1037/a0028343
Ribner, 2020, Executive function facilitates learning from math instruction in kindergarten: Evidence from the ECLS-K, Learning and Instruction, 65, 10.1016/j.learninstruc.2019.101251
Roid, 2003
Roid, 2003
Schmitt, 2014, Examining the validity of behavioral self-regulation tools in predicting preschoolers’ academic achievement, Early Education and Development, 25, 641, 10.1080/10409289.2014.850397
Schmitt, 2017, Examining the relations between executive function, math, and literacy during the transition to kindergarten: A multi-analytic approach, Journal of Educational Psychology, 109, 1120, 10.1037/edu0000193
Sirin, 2005, Socioeconomic status and academic achievement: A meta-analytic review of research, Review of Educational Research, 75, 417, 10.3102/00346543075003417
Song, 2013, Composite variables, Nursing Research, 62, 45, 10.1097/NNR.0b013e3182741948
Steiger, 1980, Tests for comparing elements of a correlation matrix, Psychological Bulletin, 87, 245, 10.1037/0033-2909.87.2.245
Stipek, 2015, Early childhood memory and attention as predictors of academic growth trajectories, Journal of Educational Psychology, 107, 771, 10.1037/edu0000004
Thorell, 2013, Examining the relation between ratings of executive functioning and academic achievement: Findings from a cross-cultural study, Child Neuropsychology, 19, 630, 10.1080/09297049.2012.727792
McGrew, KS, Schrank, FA & Woodcock RW (2007). Woodcock-Johnson III Normative Update (pp. 232–235) [Technical Manual]. http://journals.sagepub.com/doi/10.1177/0734282908327944.
Zhang, 2017, Effortful control and academic achievement in rural China, Early Education and Development, 28, 541, 10.1080/10409289.2016.1255080
UNICEF. (2021). Early childhood development, stimulation, and responsive care (2014-2021). https://www.unicef.org/evaluation/reports#/detail/16868/early-childhood-development-stimulation-and-responsive-care-2014-2021.
Traverso, 2022, The contribution of inhibitory control to early literacy skills in 4- to 5-year-old children, Early Childhood Research Quarterly, 59, 265, 10.1016/j.ecresq.2021.11.010
van Buuren, 2011, Mice: Multivariate imputation by chained equations in R, Journal of Statistical Software, 45, 1
von Suchodoletz, 2013, Behavior regulation and early math and vocabulary knowledge in German preschool children, Early Education & Development, 24, 310, 10.1080/10409289.2012.693428
Wanless, 2011, Behavioral regulation and early academic achievement in Taiwan, Early Education & Development, 22, 1, 10.1080/10409280903493306
Wanless, 2011, Measuring behavioral regulation in four societies, Psychological Assessment, 23, 364, 10.1037/a0021768
Waters, 2021, Pathways from socioeconomic status to early academic achievement: The role of specific executive functions, Early Childhood Research Quarterly, 54, 321, 10.1016/j.ecresq.2020.09.008
Welsh, 2010, The development of cognitive skills and gains in academic school readiness for children from low-income families, Journal of Educational Psychology, 102, 43, 10.1037/a0016738
Wiebe, 2011, The structure of executive function in 3-year-old children, Journal of Experimental Child Psychology, 108, 436, 10.1016/j.jecp.2010.08.008
Willoughby, 2011, Contributions of hot and cool self-regulation to preschool disruptive behavior and academic achievement, Developmental Neuropsychology, 36, 162, 10.1080/87565641.2010.549980
Willoughby, 2019, Measuring executive function skills in young children in Kenya: Associations with school readiness, Developmental Science, e12818, 10.1111/desc.12818
Wiebe, 2008, Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure, Developmental Psychology, 44, 575, 10.1037/0012-1649.44.2.575
Wolf, 2019, The role of executive function and social-emotional skills in the development of literacy and numeracy during preschool: A cross-lagged longitudinal study, Developmental Science, 22, e12800, 10.1111/desc.12800
Woodcock, 2001
Yeniad, 2013, Shifting ability predicts math and reading performance in children: A meta-analytical study, Learning and Individual Differences, 23, 1, 10.1016/j.lindif.2012.10.004
Zelazo, 2012, Hot and cool executive function in childhood and adolescence: Development and plasticity, Child Development Perspectives, 6, 354, 10.1111/j.1750-8606.2012.00246.x