A bidirectional theory of executive functions and self-regulation

By Clancy Blair, A. Ursache. 2011

156 citations recorded by the source corpus.

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Influence of family socioeconomic status on IQ, language, memory and executive functions of Brazilian children (2016, background): “Models that include environmental, biological and cognitive factors try to explain the development of executive functions (Blair and Ursache 2011; Stuss 1992).”
Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland (2014, background): “…adaptive behaviors (such as raising a hand before answering the teacher’s question or waiting for their turn instead of taking a toy from a peer), all of which are components of behavioral self-regulation (Blair & Ursache, 2011; McClelland & Cameron Ponitz, 2012; Wanless, McClelland et al., 2011).”
Child Development in the Context of Adversity (2012, unknown): “…in early childhood is shaped by experience—most specifically, the development of neural systems important for self-regulation, defined here as the primarily volitional regulation of attention, emotion, and executive functions for the purposes of goal-directed actions (Blair & Ursache, 2011).”
Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga (2015, background): “EC and EF are conceptualized as related, yet distinct, constructs in recent integrated models of self-regulation (Blair and Dennis 2010; Blair and Ursache 2011; Calkins and Marcovitch 2010).”