Developmentally Sensitive Measures of Executive Function in Preschool Children

By Stephanie M. Carlson. Developmental Neuropsychology, 2005

1,671 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Pediatrics, Perinatology and Child Health

View Paper: https://www.semanticscholar.org/paper/a77331cf314638e441933d163271e6df2522afce

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Pediatrics, Perinatology and Child Health

Citations in the corpus

Examining the Relations Between Executive Function, Math, and Literacy During the Transition to Kindergarten: A Multi-Analytic Approach (2017, methodology): “EF was assessed with four measures: the Head–Toes–Knees–Shoulders (HTKS) task, a Card Sort task, the Auditory Working Memory subtest from the Woodcock–Johnson III Tests of Cognitive Abilities, and the Simon Says task.”
The Relationship Between Working Memory Capacity and Executive Functioning: Evidence for a Common Executive Attention Construct (2010, methodology): “The term executive functioning has often been used synonymously with the term frontal lobe functioning when describing the cognitive functions associated with the voluntary control of behavior (Carlson, 2005; Salthouse, Atkinson, & Berish, 2003; Stuss & Knight, 2002).”
Cognitive and Emotional Aspects of Self-Regulation in Preschoolers. (2007, result): “Performance-based measures of executive function Consistent with previous reports of age trends on EF tasks in preschoolers (Carlson, 2005; Gathercole, Pickering, Ambridge, & Wearing, 2004; Zelazo, Müller, Frye, & Marcovitch, 2003), both the inhibition and working memory measures showed significant ”
Executive function in the first three years of life: precursors, predictors and patterns (2016, background): “…over the past 15 years, a number of researchers have attempted to tackle the ‘terrible twos’ by developing measures of EF appropriate for this particular age group (Blakey, Visser & Carroll, 2016; Carlson, 2005; Garon et al., 2014; Hughes & Ensor, 2005; Kochanska et al., 2000; Mulder et al., 2014).”
The development of prospective memory in children: An executive framework (2014, background): “For example, notable agerelated improvement in PM occur from 2 years of age to 6 years of age (Kliegel & Jäger, 2007; Mahy & Moses, 2011), a time period in which rapid improvement in executive abilities also takes place (Carlson, 2005).”
Foundations of Financial Well-Being: Insights into the Role of Executive Function, Financial Socialization, and Experience-Based Learning in Childhood and Youth (2015, background): “That is, while cognitive flexibility undergoes rapid development between the ages of 3 and 5 (Carlson 2005; Carlson and Moses 2001), its development may lag behind other cognitive abilities such as inhibitory control and working memory at this age (Davidson et al. 2006).”
Executive function in preschoolers: a review using an integrative framework. (2008, methodology): “After age 4, children are able to shift to a new rule (Carlson, 2005; Carlson & Moses, 2001; Cole & Mitchell, 2000; Dick, Overton, & Kovacs, 2005; Frye et al., 1995; Hongwanishkul et al., 2005; Jacques & Zelazo, 2001; Kirkham et al., 2003; Kloo & Perner, 2005; Müller, Dick, Gela, Overton, &…”
Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. (2013, background): “Similarly, working memory becomes more accurate during this age period and children show increased inhibitory control (Blair & Razza, 2007; Carlson, 2005; Tominey & McClelland, 2011).”
Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills (2016, methodology): “Future work should use a broader array of tasks such as those found in recent assessment batteries of self-regulation (Blair, Zelazo, & Greenberg, 2005; Carlson, 2005; Smith-Donald et al., 2007).”
Training and transfer effects of executive functions in preschool children. (2009, neutral): “Carlson, 2004; Davidson, Amso, Creuss Anderson & Diamond, 2006; Zelazo & Muller, 2002).”
Preschoolers' Emotion Regulation Strategy Understanding: Relations with Emotion Socialization and Child Self-regulation (2009, background): “, 2001), beginning to delay dominant responses in rulegoverned ways (Carlson, 2005), and spontaneously attempting to regulate the display of emotion without adult support (Cole, 1986).”
Impact of Urban Nature on Executive Functioning in Early and Middle Childhood (2017, methodology): “Carlson (2005) found that tasks involv - ing a combination of inhibition and working memory were the most diffi - cult at every age.”
Reconsidering Advertising Literacy as a Defense Against Advertising Effects (2011, background): “EXECUTIVE FUNCTIONING Executive functioning is defined as the ‘‘higher order, self-regulatory, cognitive processes that aid in the monitoring and control of thought and action’’ (Carlson, 2005, p. 595).”
A Latent Variable Approach to Determining the Structure of Executive Function in Preschool Children (2012, background): “…because it has been shown that: a) EF undergoes dramatic developmental changes that are particularly pronounced during the preschool period (Carlson, 2005; Diamond, 2006; Garon, Bryson, & Smith, 2008); b) EF is related to children’s social understanding (Carlson & Moses, 2001; Flynn, 2007;…”
Commonalities and Differences in the Research on Children’s Effortful Control and Executive Function: A Call for an Integrated Model of Self‐Regulation (2012, methodology): “, maintaining arbitrary rule and inhibiting a prepotent response) during the 3rd year (Carlson, 2005) Cognitive flexibility and inhibition show improvement between 3 and 5 years of age.”
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement (2014, background): “The Day-Night has been shown to be a reliable and valid assessment in prekindergarten- and kindergarten-age children (Carlson, 2005; Gerstadt et al., 1994).”