Central Executive and Default Mode Networks: An Appraisal of Executive Function and Social Skill Brain-Behavior Correlates in Youth with Autism Spectrum Disorder
Author:
Funder
National Institute of Mental Health
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology
Link
https://link.springer.com/content/pdf/10.1007/s10803-023-05961-4.pdf
Reference134 articles.
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2. Addis, D. R., Wong, A. T., & Schacter, D. L. (2007). Remembering the past and imagining the future: Common and distinct neural substrates during event construction and elaboration. Neuropsychologia, 45, 1363–1377.
3. Ahmed, S. F., Kuhfeld, M., Watts, T. W., Davis-Kean, P. E., & Vandell, D. L. (2021). Preschool executive function and adult outcomes: A developmental cascade model. Developmental Psychology, 57(12), 2234–2249. https://doi.org/10.1037/dev0001270
4. Ahmed, S. F., Tang, S., Waters, N. E., & Davis-Kean, P. (2019). Executive function and academic achievement: Longitudinal relations from early childhood to adolescence. Journal of Educational Psychology, 111(3), 446–458. https://doi.org/10.1037/edu0000296
5. Andersen, P. N., Skogli, E. W., Hovik, K. T., Egeland, J., & Øie, M. (2015). Associations among symptoms of autism, symptoms of depression, and executive functions in children with high-functioning autism: A 2 year follow-up study. Journal of Autism and Developmental Disorders, 45(8), 2497–2507.
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