The Early Development of Executive Functions.

By A. Diamond. 2006

747 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ab338af7f02e1c0ad9de56d1f0a74f4da13e4107

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

Citations in the corpus

Executive Function Skills, Early Mathematics, and Vocabulary in Head Start Preschool Children (2017, background): “Researchers only recently have begun to study the structure, organization, and development of EF in children younger than 5 years of age (Carlson, 2005; Diamond, 2006; Marcovitch & Zelazo, 2009) in part because of the substantial evidence that EF relates to later achievement in school-age children (”
Effects of Physical Activity on Children’s Executive Function: Contributions of Experimental Research on Aerobic Exercise (2010, background): “…age, children and adolescents demonstrate greater competence on tasks that assess each EF component individually but also on tasks that require the coordination of multiple components (e.g., manipulating information in working memory while inhibiting interfering information) (Diamond, 2006).”
The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge (2016, background): “Research has consistently shown that children experience dramatic changes in cognitive ability that are particularly pronounced during the preschool years (Carlson, 2005; Clements, 2000; Diamond, 2006; Zelazo & Müller, 2010).”
Commonalities and Differences in the Research on Children’s Effortful Control and Executive Function: A Call for an Integrated Model of Self‐Regulation (2012, background): “Task switching ⁄ cognitive flexibility continue to show development at age 13 (Diamond, 2006; Davidson et al., 2006) There are improvements in rule use, rule switching, and representation of complex rule sets between ages 3 and 4 years (Zelazo et al.”
The role of the executive functions in school readiness among preschool-age children (2013, background): “Finally, between the ages of three to 5 years old, a the significant development of the EF begin and the child starts to develop cognitive flexibility, to solve problems and switch between different activities, and closer to age six, working memory and speed of processing improve as well (Barkley, 2”
Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017, background): “Diamond (2006) argued that the ability to pass the A-Not-B task, which emerges at the end of children`s first year of life, indicates the emergence of EF components of inhibition and working memory.”
Physical activity and academic achievement in children: A historical perspective (2012, background): “The primary domains were executive functions (including working memory, inhibition, and ﬂexibility 27 ), memory, attention, and IQ.”
The Relationship Between Working Memory Capacity and Executive Functioning: Evidence for a Common Executive Attention Construct (2010, result): “The current results converge with other data suggesting that the ability to control attention during goal-directed activity is common to many EF tasks (Diamond, 2006; Duncan et al., 1996; Wiebe, Espy, & Charak, 2008).”
Cardiorespiratory Fitness and the Flexible Modulation of Cognitive Control in Preadolescent Children (2011, background): “The core cognitive processes, which collectively comprise what is termed “cognitive control,” or “executive control,” include inhibition, working memory, and cognitive flexibility (Diamond, 2006).”
The Influence of Exercise on Cognitive Abilities (2013, neutral): “Core cognitive processes collectively termed “cognitive control” or “executive control” include; inhibition, working memory, and cognitive flexibility (45).”
Athletics and executive functioning: How athletic participation and sport type correlate with cognitive performance (2014, background): “Jacobson), matthalp@ problem solving, planning, inhibition, and decision making, in order to operationally measure it (Diamond, 2006; Spreen & Strauss, 1998).”
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement (2015, methodology): “However, other researchers identify a separate construct of attention, which includes both “the ability to ignore distractions” and “the ability to switch focus from one object or task to another,” what Diamond (2006) refers to as cognitive flexibility (e.g., Tominey & McClelland, 2011).”
Building creative thinking in the classroom: From research to practice (2013, background): “Given the argument that executive functions are important for creativity (Diamond, 2006) and the finding that creative individuals exhibit more flexible cognitive control (Zabelina & Robinson, 2010), teachers should help students develop cognitive”
Executive function in preschoolers: a review using an integrative framework. (2008, background): “Diamond (2006a) argued that difficulty associating an abstract rule with a response underlies toddlers’ difficulty with the DNMS task.”
Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children (2012, methodology): “This task was developed in adaptation to a measurement from Diamond and colleagues (2007). Mixed between congruent and incongruent trials of the Simple Flanker Task (red fish), there were congruent and incongruent trials with yellow fish.”