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Showing 1 to 15 of 400 results Save | Export
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Lecce, Serena; Bianco, Federica; Ronchi, Luca – Infant and Child Development, 2020
Theoretical accounts and experimental data on young children have shown that executive functions (EFs) are predicted by experiential factors. However, studies on school-aged children are rare. The present study has addressed this gap using a short-term cross-lagged longitudinal design focusing on the relationship between working memory (WM),…
Descriptors: Peer Relationship, Executive Function, Short Term Memory, Conflict
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St. John, Ashley M.; Tarullo, Amanda R. – Infant and Child Development, 2020
Although broad associations between socioeconomic status (SES) and child executive functions (EFs) are well established, contextual factors that may matter for effects of SES on EF are not fully understood. This study used a bioecological approach to examine factors that may moderate SES-EF relations. A socioeconomically diverse sample of children…
Descriptors: Neighborhoods, Socioeconomic Status, Executive Function, Young Children
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Korucu, Irem; Litkowski, Ellen; Purpura, David J.; Schmitt, Sara A. – Infant and Child Development, 2020
The family context has been identified as an important predictor of the development of children's executive function (EF). An emerging line of research demonstrates that parents' own EF is linked to their caregiving behaviours and their children's EF. However, researchers have yet to explore the extent to which parental EF is related to specific…
Descriptors: Executive Function, Parents, Child Rearing, Parenting Styles
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Cioffi, Camille C.; Leve, Leslie D.; Natsuaki, Misaki N.; Shaw, Daniel S.; Reiss, David; Neiderhiser, Jenae M. – Infant and Child Development, 2020
Attention control (AC) is thought to play an important role in the development of inhibitory control (IC) in children, yet there are few longitudinal studies of this association. This study used a prospective parent-child adoption design (N = 361 children) to examine whether maternal warmth at child age 27 months moderated the link between AC…
Descriptors: Mothers, Parent Child Relationship, Parenting Styles, Infants
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Helm, Abigail F.; McCormick, Sarah A.; Deater-Deckard, Kirby; Smith, Cynthia L.; Calkins, Susan D.; Bell, Martha Ann – Infant and Child Development, 2020
When children transition to school between the ages of 4 and 6 years, they must learn to control their attention and behaviour to be successful. Concurrently, executive function (EF) is an important skill undergoing significant development in childhood. To understand changes occurring during this period, we examined the role of parenting in the…
Descriptors: Parenting Styles, Executive Function, Mothers, Video Technology
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Goble, Priscilla; Nauman, Cambrian; Fife, Katelyn; Blalock, Sarah M. – Infant and Child Development, 2020
The current study examined the effect of children's positive relationships and interactions with their teachers and the development of executive function (EF) skills in first grade. A primary objective was to examine externalizing behaviour problems (EBPs) as a potential moderator of the link between teacher-child relationships and interactions…
Descriptors: Teacher Student Relationship, Interaction, Executive Function, Grade 1
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Schirmbeck, Katharina; Rao, Nirmala; Maehler, Claudia – Infant and Child Development, 2020
A systematic review was conducted to gain a more nuanced understanding of similarities and distinctions across countries in the development of executive functions (EF). The review includes 26 studies, with child and adolescent participants, that were published between 2006 and 2018. Both similarities and differences within developmental patterns…
Descriptors: Foreign Countries, Executive Function, Cognitive Development, Children
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Broomell, Alleyne P. R.; Smith, Cynthia L.; Calkins, Susan D.; Bell, Martha Ann – Infant and Child Development, 2020
The relation between maternal behavior and neurocognitive development is complex and may depend on the task context. We examined 5-month-old infant frontal electroencephalogram (EEG), maternal intrusiveness (MI) evaluated during two play contexts at 5 and 10 months, and a battery of executive function (EF) tasks completed at 48 months to evaluate…
Descriptors: Mothers, Parent Child Relationship, Infants, Executive Function
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Jusiene, Roma; Rakickiene, Lauryna; Breidokiene, Rima; Laurinaityte, Ilona – Infant and Child Development, 2020
The aim of this study was to explore associations between time spent using various media devices and executive abilities in preschoolers. Participants were 190 children (44.2% female; mean age 58.75 months, SD = 7.27). The Shape School, the Missing Scan and the Head and Feet tasks were administered to children to assess three core executive…
Descriptors: Executive Function, Preschool Children, Handheld Devices, Television Viewing
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Di Rosa, Gabriella; Pironti, Erica; Cucinotta, Francesca; Alibrandi, Angela; Gagliano, Antonella – Infant and Child Development, 2019
Temporal differences of neurodevelopmental milestones' achievement are commonly taken into account in preterm infant assessment during the first year of life, especially when minor or none neurological signs arise from clinical examination. The influence of gender on neurodevelopment in preterm infants was examined by a milestones-based…
Descriptors: Premature Infants, Gender Differences, Psychomotor Skills, Nonverbal Communication
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Bemis, Rhyannon H.; Leichtman, Michelle D. – Infant and Child Development, 2019
Accurately remembering how and when one's own learning occurs is an important metacognitive skill that matures during the early school years. In two studies, the impact of a delay on this ability was examined. In Study 1, 30 children in two age groups (4-year-olds and 5-year-olds) participated in two-staged learning events and were interviewed…
Descriptors: Memory, Learning Processes, Metacognition, Preschool Children
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Acar, Ibrahim H.; Frohn, Scott; Prokasky, Amanda; Molfese, Victoria J.; Bates, John E. – Infant and Child Development, 2019
The study examines the concurrent and longitudinal associations between ratings-based measures (parents, secondary caregivers, and observers) and performance-based measures of focused attention in toddlers aged 30 (n = 147), 36 (n = 127), and 42 months (n = 107). Parents and secondary caregivers rated focused attention behaviours using the…
Descriptors: Toddlers, Attention Control, Correlation, Child Behavior
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Hermes, Jonas; Rakoczy, Hannes; Behne, Tanya – Infant and Child Development, 2019
Much recent research has shown that children from age 4 onwards reveal a robust preference for reliable over unreliable informants when choosing whom to trust and learn from. Findings concerning selective model choice in children younger than 4 years have mostly been mixed. The present study developed a new touchscreen-based paradigm with reduced…
Descriptors: Toddlers, Social Cognition, Trust (Psychology), Social Development
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Burns-Nader, Sherwood; Scofield, Jason; Jones, Caroline – Infant and Child Development, 2019
Children often substitute one object for another during play. They may substitute a stick for a sword or a box for a car, often favouring substitutes that are shaped like the needed object. The current study looked at the roles of shape and specificity, the degree to which a possible substitute resembles something else, in children's object…
Descriptors: Play, Child Behavior, Geometric Concepts, Preferences
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Shuwairi, Sarah Margaret – Infant and Child Development, 2019
Previous research yielded conflicting reports as to whether infants grasped at both depicted and real objects, which led to questions about the nature of their conceptual understanding of objects represented in pictures. This study set out to further clarify whether infants actually grasp at pictured objects compared to real objects and other flat…
Descriptors: Object Manipulation, Infants, Recognition (Psychology), Tactual Perception
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