Executive function in preschoolers: a review using an integrative framework.

By N. Garon, Susan E. Bryson, Isabel M. Smith. Psychological bulletin, 2008

2,637 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/eb710ab3a66d9ff17e2bee2219db321a05f9f17b

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In Clinical Psychology

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Affordances and limitations of electronic storybooks for young children's emergent literacy (2015, background): “Preschool children’s learning may suffer especially from task switching between gamelike features and story understanding, as their executive functions are immature (Garon et al., 2008).”
Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children (2010, background): “Executive functions (EFs) encompass a host of interrelated, yet somewhat independent, processes involved in planning and carrying out regulated, goal-directed activity ( Garon, Bryson, & Smith, 2008 ; McCloskey, Perkins, & Van Diviner, 2008 ; Welsh & Pennington, 1988 ).”
Executive Functions (2012, positive): “Cognitive flexibility (the third core EF) builds on the other two and comes in much later in development (Davidson et al. 2006, Garon et al. 2008).”
Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. (2013, background): “As such, there are age differences over the preschool period in children’s ability to regulate behavior (Garon et al., 2008).”
Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective (2015, background): “Laboratory work [75] demonstrating enhancements in delay of gratification with introduction of strategies to “cool” emotional reactivity (e.”
Executive Function Skills and School Success in Young Children Experiencing Homelessness (2012, background): “There is good evidence supporting discriminant validity of EF and traditional IQ tests in adults and adolescents, and three aspects of EF can be differentiated among adults and older children (Blair, 2006; Garon et al., 2008; Miyake et al., 2000).”
A Developmental Perspective on Executive Function (2010, methodology): “This may in part be due to EF task impurity—notably the fact that it is difficult to tease apart WM and inhibitory processes (Roberts & Pennington, 1996) and that shifting likely builds on WM and inhibitory processes (Garon et al., 2008).”