Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten.

By Clancy Blair, R. P. Razza. Child Development, 2007

3,210 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ce76a9d70962a5c91550511897039ad2e36ee29d

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Citations in the corpus

Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories. (2014, background): “Attention is defined variably and figures in to a number of different literatures, including research on temperament (where it is typically described as an ability to sustain attention; Rothbart & Jones, 1998) and executive functions (where the focus is on attention shifting; Blair & Razza, 2007).”
Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children (2019, background): “In our second step, we looked at how EFs and visual-spatial skills would predict future mathematics independently.”
Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga (2015, background): “Self-regulation is considered a critical component of school readiness (Blair 2002; Raver 2004), as these skills facilitate peer acceptance and social success, as well as academic performance in early elementary school (Blair and Razza 2007; Ladd et al. 1999; McClelland et al. 2000).”
Developing together: The role of executive function and motor skills in children’s early academic lives (2019, positive): “Together, these aspects of EF strongly predict later learning and success and lay the foundation for children to successfully take in and process academic material (Blair & Razza, 2007; McClelland et al., 2013; McClelland et al., 2007).”
Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years (2008, background): “Blair and Razza (2007) found that inhibitory control aspects of executive functioning were uniquely related to a range of measures of academic ability (mathematics, phonemic awareness, and letter knowledge).”
The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions (2018, background): “…important for learning, such as attention and externalizing behaviors (Berry, 2012), social skills and internalizing behavior (Rhoades, Greenberg, & Domitrovich, 2009), and learning outcomes, such as academic achievement (Blair & Razza, 2007; Lubin, Regrin, Boulc’h, Pacton, & Lanoe, 2016).”
Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, background): “Self-regulation from a behavioral/temperamentbased approach refers to the ability to voluntarily inhibit some behaviors, activate others, and focus or shift attention as needed (Blair & Razza, 2007; Kochanska, Murray, & Coy, 1997; Liew, 2012; Smith-Donald, Raver, Hayes, & Richardson, 2007).”
A 30‐Minute Physical Education Program Improves Students' Executive Attention (2009, background): “Research findings indicate that even in 3- to 5-year-old children inhibitory control aspects of EFs are a prominent correlate of both early mathematics and reading ability (Blair & Razza, 2007).”
Growing Up With Assets and Risks: The Importance of Self-Regulation for Academic Achievement (2012, background): “…children’s ability to pay attention, remember instructions, and demonstrate inhibitory control help them perform better on academic tasks and especially math early in their academic trajectories (Blair & Razza, 2007; Cameron Ponitz, McClelland, Matthews, & Morrison, 2009; McClelland et al., 2007).”
Activities and Programs That Improve Children’s Executive Functions (2012, background): “It is crucial for making sense of anything that unfolds over time, for that requires holding in mind what happened earlier and relating it to what is happening now.”
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement (2014, background): “…or predict VMS. Executive function (EF) is a set of cognitive processes involved in higher-level, goal-directed processing consistently linked to early achievement (Blair & Razza, 2007), which manifests as behavioral self-regulation (SR) (McClelland et al., 2007), and both could play a role in VMS.”
Executive Functions after Age 5: Changes and Correlates (2009, background): “In the domain of math, Blair and Razza (2007) found that inhibitory control, as measured by a peg-tapping task (e.g., tap once if experimenter taps twice and vice versa), was related to math ability in a group of low income kindergarteners. Similarly, Bull and Scerif (2001) found that 7-year-olds wi”