The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten

By Laura L. Brock, S. Rimm-Kaufman, L. Nathanson, Kevin J. Grimm. 2009

555 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/a5efb6eb0ce8914373306d67eea034a200d5d01b

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Citations in the corpus

Executive Function Skills and School Success in Young Children Experiencing Homelessness (2012, background): “EF skills were hypothesized to predict achievement, consistent with evidence linking EF to school achievement and readiness (Blair & Raver, 2012; Blair & Razza, 2007; Brock et al., 2009; Obradović, 2010; Raver et al., 2011; Willoughby et al., 2011).”
Virtual Reality for Enhanced Ecological Validity and Experimental Control in the Clinical, Affective and Social Neurosciences (2015, background): “A number of studies have found that impairments in either the Cold or Hot cognitive functions may be related to deficits in everyday decision making and functioning (e.g., independance at home, ability to work, school attendance, and social relations; for review, see Chan et al., 2008).”
How Preschoolers' Social–Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments (2014, methodology): “CEC and HEC as measured by the PSRA have been shown to differentially contribute to variance in classroom adjustment and academic readiness across several laboratories (Brock et al., 2009; Bassett, Denham, Wyatt, & Warren-Khot, 2012; Willoughby et al., 2011).”
Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, background): “For instance, Brock et al. (2009) found that selfregulation predicted observed behavioral engagement, but the study was conducted within the kindergarten year.”
The role of cognitive inhibition in different components of arithmetic (2015, background): “In line with an increasing body of previous evidence (e.g. Brock et al. 2009; Bull and Scerif 2001; Kroesbergen et al. 2009) we found that there was a significant relationship between inhibition skill and mathematics performance.”
Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement (2014, methodology): “significantly related to levels of observed classroom engagement as measured by the OCES later in the year (Brock et al., 2009), suggesting that the OCES may tap the same behavioral self-regulation components as the teacher-rated CBRS and HTKS direct assessment.”
Executive function predicts school readiness in autistic and typical preschool children (2017, background): “One of the main aims of this study was to examine whether individual differences in EF are one source of the variance in autistic children’s school readiness scores – just like they are for typical children (e.g., Blair & Razza, 2007; Brock et al., 2009; McClelland & Cameron, 2011).”
Executive Function: Implications for Education. NCER 2017-2000. (2016, background): “The distinction between hot and cool EF can be observed in children’s behavior by 3 years of age (e.g., Brock et al. 2009; Carlson, Davis, and Leach 2005; Hongwanishkul et al. 2005; Kim et al. 2013; Prencipe and Zelazo 2005; Prencipe et al. 2011; Willoughby et al. 2011), and there is some evidence…”
Parenting Mediates the Effects of Income and Cumulative Risk on the Development of Effortful Control (2014, background): “…in the prefrontal cortex whereas delay in reward contexts may reflect an additional motivational component related to the mesolimbic-dopaminergic pathway (Dixon, 2010), also suggested by the ‘hot’vs. ‘cold’ distinction (e.g., Brock et al., 2009; Hongwanishkul, Happaney, Lee & Zelazo, 2005).”