The development of executive function in early childhood: I. The development of executive function.

By Philip David Zelazo, Ulrich Müller,, Douglas Frye, Stuart Marcovitch. 2003

557 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, General Psychology

View Paper: https://www.semanticscholar.org/paper/6f0f5d70e9febf448d6315818a9de9fda0356d78

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

In General Psychology

Citations in the corpus

Building Links Between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement (2017, background): “Executive function was assessed at age 54 months because it is a pivotal age during which much executive function development occurs (Zelazo et al., 2003a).”
Educating the Developing Mind: Towards an Overarching Paradigm (2011, methodology): “The core mechanisms of self-regulation and executive control involve a process of (1) selection by inhibition (Leslie et al. 2004) and (2) a regulatory process that enables the individual to adjust mental or overt action to goals (Gibson and Pick 2003; Zelazo et al. 2003, 2005).”
Sources of variability in working memory in early childhood: A consideration of age, temperament, language, and brain electrical activity (2007, methodology): “The Dimensional Change Card Sort (DCCS) has been used in the developmental literature to assess executive function and rule use in young children (Zelazo, Frye, & Rapus, 1996; Zelazo et al., 2003), and arguably requires the skills of focused attention, working memory, and inhibitory control.”
Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. (2007, result): “In contrast to Diamond's inhibitory account, Zelazo and colleagues (Zelazo et al., 2003; Zelazo, Frye, & Rapus, 1996; Zelazo & Mü ller, 2002) suggest that developmental increases in executive function generally , including inhibitory control, reflect advances in an underlying cognitive ability to…”
Relations between Executive Function and Academic Achievement from Ages 5 to 17 in a Large, Representative National Sample (2011, methodology): “This future work will be important for extending current models of EF development, which primarily focus on early development (e.g., Diamond et al., 2006; Munakata, 2001; Zelazo et al., 2003a, 2003b), to the full range of EF development.”