Predictive Validity of the NIH Toolbox Executive Function Measures with Developmental Extensions from Early Childhood to Third Grade Achievement-Reference-Cited by-同舟云学术

Predictive Validity of the NIH Toolbox Executive Function Measures with Developmental Extensions from Early Childhood to Third Grade Achievement

Published:2023-11-17 Issue:8 Volume:48 Page:373-386
ISSN:8756-5641
Container-title:Developmental Neuropsychology
language:en
Short-container-title:Developmental Neuropsychology

Author:

Distefano Rebecca¹²,Palmer Alyssa R.³,Kalstabakken Amanda W.⁴,Hillyer Cynthia K.⁵,Seiwert Maureen J.⁵,Zelazo Philip David³,Carlson Stephanie M.³,Masten Ann S.³

Affiliation:

1. Teachers College, Columbia University, New York, NY, USA

2. Department of Psychology, Roger Williams University, Bristol, Rhode Island, USA

3. Institute of Child Development, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA

4. Department of Pediatrics, University of Minnesota Twin Cities, Minneapolis, Minnesota, USA

5. Minneapolis Public Schools, Minneapolis, Minnesota, USA

Funder

American Psychological Foundation

Center for Urban and Regional Affairs, University of Minnesota

National Science Foundation Graduate Research Fellowship

University of Minnesota

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Neuropsychology and Physiological Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/87565641.2023.2286353

Reference56 articles.

1. Executive function and academic achievement: Longitudinal relations from early childhood to adolescence.

2. The NIH Toolbox Cognition Battery: Results from a large normative developmental sample (PING).

3. Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis.

4. How do 3-year-olds do on the NIH Toolbox Cognitive Battery?

5. Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample

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