Preschool Program Improves Cognitive Control

By A. Diamond, W. S. Barnett, Jessica Thomas, Sarah A. Munro. Science, 2007

1,616 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Pediatrics, Perinatology and Child Health

View Paper: https://www.semanticscholar.org/paper/cfacb933dd4e59844e51c4cbeb32fc29a6d7b7a8

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In Developmental and Educational Psychology

In Education

In Pediatrics, Perinatology and Child Health

Citations in the corpus

The Role of Psychological Characteristics in Facilitating the Pathway to Elite Performance Part 2: Examining Environmental and Stage-Related Differences in Skills and Behaviors (2010, neutral): “Following Ericsson and Smith (1991), elite performance was defined as consistently superior performance on a specified set of representative tasks for a domain.”
Enhancing Cognitive and Social–Emotional Development Through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial (2015, positive): “We also administered the hearts and flowers task to measure students’ working memory, response inhibition, and cognitive flexibility (Diamond et al., 2007; Wright & Diamond, 2014).”
Red Light, Purple Light: Findings From a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in Preschool (2011, positive): “Based on research documenting the effectiveness of broader interventions (Diamond et al., 2007; Domitrovich et al., 2007; Pears et al., 2007), we expected that children who were randomly assigned to the treatment group would show significantly greater gains in behavioral self-regulation over the…”
Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective (2015, positive): “The skills construct is based upon several well-controlled intervention studies demonstrating improvement in self-regulation through instruction and practice [37, 38].”
Commonalities and Differences in the Research on Children’s Effortful Control and Executive Function: A Call for an Integrated Model of Self‐Regulation (2012, neutral): “For example, Tools of the Mind, a classroombased EF-training curriculum spanning 1–2 years, improved preschoolers' EF measured by cognitive tasks in a randomized controlled trial (Diamond, Barnett, Thomas, & Munro, 2007).”
Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga (2015, neutral): “For example, Tools of the Mind (Bodrova and Leong 2007), a packaged curriculum that targets self-regulation via teacher-directed exercises designed to support children’s social pretend play, has been shown to increase inhibitory control and attention flexibility among at-risk preschoolers (Diamond e”
The Cognitive Benefits of Interacting With Nature (2008, positive): “Additionally, recent research has implicated an important role for directed attention in short-term memory (see Jonides et al., 2008) and school success (Diamond, Barnett, Thomas, & Munro, 2007).”
Interacting with Nature Improves Cognition and Affect for Individuals with Depression (2012, positive): “…identifies directed attention as the cognitive mechanism that is restored by interacting with nature, and others have implicated a critical role for directed attention inmany contexts (Diamond et al., 2007; Posner and Rothbart, 2007), including short-term memory performance (Jonides et al., 2008).”
Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure (2008, positive): “Clearly, the Tools of the Mind curriculum is effective in improving young children’s executive functions (Diamond et al., 2007) and in enhancing their academic performance (as studies in various states and with diverse comparison conditions have all shown; Barnett, Yarosz, Thomas, & Hornbeck, 2007;…”
Effectiveness of Early Educational Intervention (2011, positive): “Curriculum influences a wide range of program impacts, including social behavior as well as cognitive development (32, 33).”