Developmental trajectories of executive functions from preschool to kindergarten-Reference-Cited by-同舟云学术

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Developmental trajectories of executive functions from preschool to kindergarten

Published:2022-01-27 Issue:5 Volume:25 Page:
ISSN:1363-755X
Container-title:Developmental Science
language:en
Short-container-title:Developmental Science

Author:

Reilly Shannon E.¹^ORCID,Downer Jason T.²^ORCID,Grimm Kevin J.³^ORCID

Affiliation:

1. University of Virginia Health Department of Neurology Charlottesville Virginia USA

2. University of Virginia, Center for Advanced Study of Teaching and Learning (CASTL) Charlottesville Virginia USA

3. Arizona State University, Department of Psychology Tempe Arizona USA

Funder

National Institute of Child Health and Human Development

Publisher

Wiley

Subject

Cognitive Neuroscience,Developmental and Educational Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.13236

Reference62 articles.

1. The mechanisms and moderators of “fade-out”: Towards understanding why the skills of early childhood program participants converge over time with the skills of other children.

2. Multigrade kindergarten classrooms and children's academic achievement, executive function, and socioemotional development

3. Commentary: What happens next? Delivering on the promise of preschool

4. Conceptualization and Operationalization of Executive Function

5. Persistence and Fadeout in the Impacts of Child and Adolescent Interventions

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1. Educational robotics or unplugged coding activities in kindergartens?: Comparison of the effects on pre-school children's computational thinking and executive function skills;Thinking Skills and Creativity;2024-09

2. Learning to Listen: Changes in Children’s Brain Activity Following a Listening Comprehension Intervention;Behavioral Sciences;2024-07-10

3. A Comparison of Three Executive Function Batteries in a Preschool-Aged Sample;Children;2024-07-02

4. A digital intervention to support childhood cognition after the COVID-19 pandemic: a pilot trial;Scientific Reports;2024-06-18

5. A challenge to the expected: Lack of longitudinal associations between the early caregiving environment, executive functions in toddlerhood, and self‐regulation at 6 years;Developmental Science;2024-05-07

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